Spanish III – integrated performance assessment




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Spanish III – INTEGRATED PERFORMANCE ASSESSMENT

Theme: Camping

After studying camping and vacationing, you want to take a camping trip to Mexico. You want to know what camping destinations and activities Mexico has to offer. You find an authentic article on the internet. First you will read about the destinations, you will then have a discussion with a group about your preferences, and finally you will write a paragraph about a camping trip you have taken here at home and compare it to one of the Mexican destinations. Your paragraph could appear in an article about camping in our area for Hispanic tourists.

Spanish III – INTEGRATED PERFORMANCE ASSESSMENT

Theme: Camping

Source : ¿Te corrieron de tu casa? Descubre 9 lugares para acampar en Mexico.

http://travelreportmx.com/?p=11774

This document is an article from a travel website geared to travel in Mexico
.

¿Te corrieron de tu casa? Descubre 9 lugares para acampar en México

Posted by Jesús Alonso on May 25, 2013 in MÉXICO

Si tu mamá ya te dio las gracias y te pidió que desalojaras tus chivas de su casa, o simplemente eres de esos viajeros aventurados que prefiere dormir en el hotel “Cama-Arena” en vez de pagar una suite con todos los servicios, Travel Report te trae algunos de los lugares ideales que México tiene para acampar.



Recuerda que no hay mejor experiencia viajera que sentirse parte de la naturaleza cuando exploramos un lugar.

Sin más, acá esta la lista con algunos de los lugares más fascinantes para acampar.

Chihuahua: La Cascada de Basaseachic es la quinta caída más alta de América. Los más intrépidos se divierten descendiendo por una vereda de más de una milla hasta el mirador donde observarás la impresionante caída de agua. Sus bosques, barrancas y arroyos son ideales para el ciclismo de montaña, el senderismo y por supuesto, acampar.

San Luis Potosí: La Laguna de la Media Luna debido a su importancia turística, arqueológica y agrícola, los visitantes pueden acampar y bucear para descubrir los restos de dos esqueletos de mamut bien conservados gracias a que la laguna es un cráter volcánico y la sulfurosa agua es de extraordinaria transparencia y serenidad. Paradisíaco.

Baja California: Bahía Magdalena Este lugar en el pacífico es uno de los mejores sitos para la observación de la ballena gris, además de ser un recurso natural protegido por las leyes en México. Puedes acampar en las islas, además de hacer recorridos por la bahía y pesca deportiva.



Morelos: Las Estacas Un verdadero paraíso tropical con peces, tortugas y patos. Hay servicio de vigilancia y sanitarios para acampar con tranquilidad. Es un excelente lugar para navegar en balsa, nadar y bucear. Su bonito manantial ha sido escenario de varias películas nacionales y extranjeras.

Nuevo León: El Cañón de la Huasteca En sus grandes montañas las paredes exhiben muestras prehistóricas que datan de hace miles de años por tribus nómadas. Sus imponentes verticales y cuchillas hacen temblar hasta las piernas de los que practican el montañismo, rappel y campismo.

Aguascalientes: La Presa San Blas fue construida para abastecer de agua a las tierras de la Hacienda con el mismo nombre. Es ideal para caminatas, paseos a caballo, pescar, escalar y hacer excursiones. Si te gustan las aves, este lugar es ideal para apreciar la diversidad de especies.



Chiapas: Las Cascadas de Agua Azul en este lugar se forman cascadas y albercas naturales. Abundan también la flora y fauna, incluyendo tucán de cuello amarillo, mono araña, flor de corazón y orquídeas. Es uno de los mejores lugares para acampar y  fotografiar.

Campeche: Calakmul Se pueden realizar muy divertidas actividades ecoturísticas como campismo y fotografía. Aquí se encuentra la reserva ecológica tropical más grande de México. Es el área principal de protección a felinos salvajes en México y una de las más importantes a nivel mundial, refugio de especies de ocelote, jaguar, puma y tigrillo.

Michoacán: Los Azufres Es una zona para acampar y nadar, debido a que este lugar es rico en géiseres y manantiales de aguas termales. El Parque Nacional reúne montañas de pinos y lagunas. Dicen que las propiedades curativas de sus aguas termales son famosas, invitando a la relajación de cuerpo y espíritu
Spanish III – INTEGRATED PERFORMANCE ASSESSMENT

Theme: Camping

Interpretive Task 1: Main Idea

Using the information from the article, provide the main idea(s) of the article in English.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Interpretive Task 2: Supporting Details

For each of the following, circle the letter of each detail that is mentioned in the article, then write the information that is given in the article in the space provided next to the detail below.

A. Campeche protects wild cats. ____________________________________________________

B. Michoacán has waters that cure people._____________________________________________

C. Birds can be photographed in Morelos. ______________________________________________

D. Chihuahua offers a lot for tranquil people. ____________________________________________

E. Mountain climbing is popular in Nuevo Leon. __________________________________________

F. Baja California is great for fishing. ___________________________________________________

G. Aguascalientes is perfect for bird watching. ___________________________________________

H. There is desert in Chiapas. ________________________________________________________

Interpretive Task 3 : meaning from context.

Based on this passage write what the following three words mean in English.

1. Cascadas ___________________________________________

2. Aguas termales ______________________________________

3. Salvajes ____________________________________________

Interpretive Task 4: Inferences

Answer the following questions by providing as many reasons as you can. Your responses may be in English or in Spanish.

1. Why do you think that many older people prefer to visit Michoacán?

2. What would be the effect on tourism if these destinations were not cared for?




Interpretive rubric will be used to assess you.

INTERMEDIATE

INTERPRETIVE

A+ A A-

B+ B B-

C+ C C-

D+ D D-

F

Literal Comprehension

Interpretive Comprehension

 Identifies at least 90% of the main ideas

 Identifies and justifies 90% of the supporting details or themes

 Infer meaning of 90% of unfamiliar words in new contexts.

 Infer and interprets at least two of the author’s intents.

 Identifies 70-80% of the main ideas

 Identifies and justifies 70-80% of the supporting details or themes

 Infer meaning of 70-80% of unfamiliar words in new contexts

 Infer and interprets at least one of the author’s intents.

 Identifies 50-60% of the main ideas

 Identifies and justifies 50-60% of the supporting details or themes

 Infer meaning of 50-60% of unfamiliar words in new contexts

 Does not infer and interprets any of the author’s intents.

 Identifies 20-40% of the main ideas

 Identifies and justifies 20-40% of the supporting details or themes

 Infers meaning of 20-40% of unfamiliar words in new contexts


 Does not identify any of the main ideas

 Does not identify nor justify any of the supporting details or themes

 Does not infer meaning of unfamiliar words in new contexts


Spanish III – INTEGRATED PERFORMANCE ASSESSMENT

Theme: Camping

After reading the camping article, talk with your classmates about the article and camping.


  • Talk about what destination/s you prefer and why.

  • Talk about what you like to do when you camp.

  • Decide where your group would go based on your interests.

  • Make sure to keep the conversation alive by asking each other questions and extending the conversation

  • You will have 3-5 minutes.

Interpersonal rubric will be used to assess you.


INTERMEDIATE

INTERPERSONAL SPEAKING

Stretch

A+ A A-

B+ B B-

C+ C C-

D+ D D-

Functional language

(“What I can do with the language”)

 I can connect my sentences when I speak.

 I can express myself in different times.

 I always incorporate successfully recently learned words and structures.

 I can create my own sentences most of the time.

 I can speak in strings of sentences most of the time.

 I can express myself in different times most of the time.

 I successfully incorporate recently learned words and structures most of the time.

 I can sometimes create my own sentences

 I can sometimes speak in strings of sentences.

 I can sometimes express myself in different times.

 I can sometimes successfully incorporate recently learned words and structures.

 I can speak in simple sentences, phrases, lists, and words.

 I do not often create my own sentences.

 I do not often speak in strings of sentences.

 I do not often express myself in different times.

 I do not often successfully incorporate recently learned words and structures.

 I can speak in phrases, lists, and words.

 I rarely express myself in different times.

 I rarely successfully incorporate recently learned words and structures.

Comprehensibility

(“my pronunciation and intonation”)

and fluency

(“how easily I

speak”)

 My pronunciation is understandable to a native speaker.

 I express myself with few pauses or silence.

 When I correct myself or clarify something, the correction may improve what I said.

 My pronunciation is understandable despite some errors by a native speaker.

 I express myself with some hesitations but make my point.

 When I correct myself or clarify something, the correction may improve what I said most of the time.

 My pronunciation is generally understandable by a native speaker, with errors which may require interpretation.

 I sometimes struggle to find the right words.

 When I correct myself or clarify something, the correction may sometimes improve what I said.

 My pronunciation is not often understandable by a native speaker, with errors that require interpretation.

 I often struggle to find the right words.

 When I correct myself or clarify something, the correction does not often improve what I said.

 My pronunciation is rarely understandable, with errors that cause confusion even for a native speaker.

 I struggle to find the right words and may revert to English.

 When I correct myself or clarify something, the correction rarely improves what I said.

Maintaining the conversation

 I rely on a variety of strategies to keep the conversation going and interesting.


 My responses are always clearly appropriate to the situation

 I give a lot of detail in my responses

 I can create and ask my own questions most of the times.


 My responses and reactions are sometimes appropriate to the situation

 I give some detail in my responses

 I can sometimes create and ask my own questions.

 My responses and reactions are not often appropriate to the situation

 I give a minimum of detail in my responses

 I sometimes use highly practiced follow-up questions.

 My responses and reactions are rarely appropriate to the situation

 I give single word answers or gestures.

 I may ask the speaker to repeat or ask single word questions.

Spanish III – INTEGRATED PERFORMANCE ASSESSMENT

Theme: Camping

You have been asked to write a short article about camping in your area for a Hispanic website. You decide to describe a camping experience that you have had (real or invented) and to compare this experience to one of the destinations that your group discussed in your conversation. Make sure the article discusses:
Where you camped and when?

What it was like and the activities available

How this camping destination compares to ones that you read about in Mexico.


INTERMEDIATE

PRESENTATIONAL WRITING

Stretch

A+ A A-

B+ B B-

C+ C C-

D+ D D-

Functional Language

(“What I can do with the language”)

 I can write in paragraphs.

 I can express myself in different times (present, past, and future).
 I always incorporate successfully recently learned words and structures.

 I can write a paragraph, and most of the time paragraphs.
 I can express myself in different times most of the time.
 I successfully incorporate recently learned words and structures most of the time.

 I can write a paragraph, and sometimes paragraphs.
 I can sometimes express myself in different times.
 I sometimes incorporate successfully recently learned words and structures.

 I can write in simple sentences and strings of sentences.

 I do not often express myself in different times.
 I do not often incorporate successfully recently learned words and structures.

 I can write in phrases, lists, and words.
 I do rarely express myself in different times.
 I rarely successfully incorporate recently learned words and structures.

Comprehensibility

(“Who can understand me”)

 My writing is understandable with no errors by a native speaker.


 My writing is understandable, despite some errors, by a native speaker.


 My writing is generally understandable by a native speaker, with errors which may require interpretation.


 My writing is not often understandable by a native speaker, with errors that require interpretation.


 My writing is rarely understandable, with errors that cause confusion for a native speaker.


Sophistication and Organization

(“The way I organize and communicate my thoughts on familiar topics”)

 I successfully and creatively address all the requirements of the prompt.
 I write an appropriate and creative introduction.
 I write an appropriate and creative conclusion.
 I successfully connect my ideas in between paragraphs.

 I successfully address all the requirements of the prompt.
 I write an appropriate introduction.
 I write an appropriate conclusion.
 I successfully connect my ideas into a paragraph using level-appropriate transitional elements.

 I successfully use complex and compound sentences.

 I successfully address most of the requirements of the prompt.
 I write a basic introduction.
 I write a basic conclusion.
 I successfully use simple transition elements.

 I successfully use complex or compound sentences.

 I partially address the requirements of the prompt.
 I write an incomplete or inappropriate introduction.
 I write an incomplete or inappropriate conclusion.

 I do not address the requirements of the prompt.
 I do not write an introduction.

 I do not write a conclusion.




Modified: 08/13/2013 Zanesville City Schools


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