FINAL REVIEW RUBRIC

Preparedness

4 - Student is completely prepared and has obviously rehearsed.

3 - Student seems pretty prepared but might have needed a couple more rehearsals.

2 - The student is somewhat prepared, but it is clear that rehearsal was lacking.

1 - Student does not seem at all prepared to present.

Time-Limit

Presentation is AT LEAST 10 minutes long.

Presentation is 9-8 minutes long.

Presentation is 7 minutes long.

Presentation is less than 6 minutes

Content

Shows a full understanding of the topic. All info is presented accurately. Student is an expert on his/her assigned topic

Shows a good understanding of the topic. Most info is presented accurately.

Shows a good understanding of parts of the topic. Half of info presented is accurate.

Does not seem to understand the topic very well. Less than half of info is accurate. Student is not an expert on his/her assigned topic.

Comprehension

Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Lesson Activities

Student uses activities, games, worksheets that show considerable work/creativity and which enhance peer understanding

Student uses 1 activity,game, worksheet that shows considerable work/creativity and which enhances peer understanding

Student uses activities, games, worksheets which only slightly enhance peer understanding

The student uses no activities, etc. and simply lectures OR the activities chosen detract from peer understanding.

Stays on Topic

Stays on topic all (100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some (89%-75%) of the time.

It was hard to tell what the topic was.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Evaluates Peers

Checks for learning from peers and all peers understand topic.

Checks for learning, but not all peers understand everything clearly.

Teacher reminds to check for learning, some peers are confused by the lesson

Is not prepared to check for learning, peers gleaned nothing from the lesson.

FINAL REVIEW

Clase:
As part of our final review, each of you will reteach a topic to the class. YOU WILL GET A GRADE FOR THIS!! You must teach for at least 10 minutes. A proper lesson consists of: an introduction, guided practice, independent practice, and a check for learning. Students will be allowed to ask you questions on your topic- so be an expert! Here are some ideas you can use for your lesson:

• powerpoint 
• worksheets
• mini quiz
• games (bingo, jeopardy, bluff - good for vocab)
• activities from the ebook
• powtoon
• wevideo
• youtube videos
• correcting common mistakes
• crosswords/wordsearch
• candy for right answers
• blendspace
• guided notes
• graphic organizers
• KWL charts
• poster
• props/items around the room (vocab)
• venn diagrams/other kinds of charts for organizing 

I can make copies for you if you give me a day's notice. It's also nice to print out notes for your students. We start this on 5/27 and continue until 6/6.

Here is the schedule for FIRST BLOCK:

Tuesday  5/27 

• Manzel &Andy - Alphabet, vowel sounds, spelling
•  Shawnda & Nicole- greetings
• Kassie & Spencer - numbers
•  Mabrey & Sara- question words

Wednesday 5/28

• Mattie & Brian- definite and indefinite articles
• Emily & Alex - colors as adjectives (agreement)
•  Kassie & Nicole - school supplies

Thursday 5/29

•  Spencer & Alex- Family vocab
• Erin & Christian- ser/estar with adjectives
• Emily & Brian - ser

Friday 5/30

• Mabrey & Sara - clothing/shopping vocab
• Shawnda & Christian - tener

Monday 6/2

• Mattie & Andy - all regular verbs

Tuesday 6/3

• Erin & Manzel - gustar
•  Mabrey, Spencer, & Christian- stem changing verbs (Querer and Preferir) 
• Mattie, Sara, Nicole - weather

Wednesday 6/4

• Emily, Manzel, Brian - months, seasons, days of the week

• Erin, Kassie, Andy - food/restaurant
• Shawnda & Alex -mi vida loca (Merche)

Here is the schedule for FOURTH BLOCK:

Tuesday  5/27 

• Brooke & Bailey - Alphabet, vowel sounds, spelling
• Banks & Angel- greetings
• Jordan & Garrett - numbers

Wednesday 5/28

• Yair, Jenna, Austin - question words
• Scarlett & Jacque- definite and indefinite articles

Thursday 5/29

• Louis & Sam - colors as adjectives (agreement)
•  Cierra & Alex- Family vocab

Friday 5/30

•  Brooke & Alex - school supplies
•  Grace & Logan- ser/estar with adjectives

Monday 6/2

• Jordan & Austin - ser
•  Cierra, Jenna, Bailey- clothing/shopping vocab

Tuesday 6/3

• Louis & Logan- tener
•  Yair & Jacque - all regular verbs

Wednesday 6/4

• no 4th block today

Thursday 6/5

• Scarlett & Sam - gustar
• Grace & Angel - stem changing verbs (Querer and Preferir) 
• Banks & Garrett - weather

Friday 6/6

•  Grace, Jordan, Jacque, Sam, Austin, Angel- months, seasons, days of the week
• Scarlett, Louis, Brooke, Alex, Bailey, Logan - food/restaurant
• Yair, Banks, Cierra, Jenna, Garrett -mi vida loca (Merche)

1st block - Bless back fundraiser

Our class needs to bring:
1 tub of baby wipes (75 ct)
1 container of Clorox wipes (75 ct)
1 box of sandwich bags (100 ct)
2 boxes of gallon size ziploc bags (30 ct each)
1 box of 2 gallon ziploc bags (10 ct)
1 plastic tub - shoe box size
2 tubes of muscle rub
1 bag of cough drops (80 ct)

restaurant skit

Restaurant Skit DUE THURSDAY

Due 5/15

You and your group will perform a skit either in front of the class or recorded on a video. If you choose to record - make sure everything is ready to go on WEDNESDAY. No last minute submissions due to technical difficulties!!  Your project should include:

• Key vocab from the chapter (food, table settings, useful expressions, restaurant terms)
• Props (fake food, table settings, napkins, cups, apron, etc.)
• Menu del dia from the country of your choice (a NICE hard copy to be submitted to Ms. Carr, but may also be used as a prop- so make it look like a menu)
• At least ONE occurrence of ALL of these verbs in the script: gustar, querer, necesitar, preferir
• Your part should be memorized. You can use the menu/waiter's notepad as an aid to remember your lines, but NO READING LINES FROM A PAPER. USE SOME ACTING SKILLS.
• Something should go "wrong" in your skit - the wrong food, bad service, bad date, food allergies, high bill, wrong bill, forgot your money, etc. But then make sure it gets resolved somehow.

Here are some example videos  from youtube. None of these is exactly your assignment, none of them are perfect, but a good place to start for some creative ideas.

example 1

example 2

example 3

Here is the rubric: 

Performance Rubric for Skits

	Excellent 4	Good 3	Competent 2	Developing 1	Non-Existent 0
CONTENT
Script uses gustar, querer, necesitar, and preferir
Script incorporates key terms from the chapter (food, table settings, useful expressions, restaurant).
PERFORMANCE
All students have important performance parts in conveying the concepts and information.
Dialogue supports the plot and advances the audience's understanding of restaurant dialogue and food vocabulary
The audience could easily see and hear the skit.
The actors knew their roles
The skit was between 3-5 minutes in length.
CREATIVE EFFORT
Rich use of visual and/or audio props enhanced the presentation and interest in the performance and supported the themes of the skit.
Menú del día used culturally accurate dishes from selected country and was submitted with project.
TOTAL 32-36 = A     27-31 = B 22 -26 = C      17-21= D

WEBQUEST

Go to this website and read each of the 11 stories and answer the questions below. http://apps.npr.org/borderland/#_/to-the-border
Write answers on your own paper and turn in when finished.

Immigration Webquest

Story 1: Just Getting There

1. Who lives at La Posada Providencia Shelter?

2. Where is the shelter?

3. How much money did the route to the U.S. cost Saraa?

4. How many countries did she have to go through?

5. Who are “connection men”?

6. What happened to Saraa’s youngest sister?

7. Why is she staying at La Posada?

8. Where are some of the other asylum seekers from? (name 5)

9. What does a person have to do in order to receive political asylum in the U.S.?

10. What is the percentage of asylum applications that are accepted every year?

11. What do you think will happen to Saraa and her husband if she has her baby while in asylum? Will her baby be a U.S. citizen if she is in asylum?

Story 2: Why the Border is where it is

1. in 1821, which current U.S. states were formerly part of Mexico?

2. When did Mexico gain independence from Spain?

3. When was Texas created?

4. When did the Gadsen Purchase take place?

Story 3: Fence Facts

1. How long is the border?

2. Why is only 1/3 of the border fenced?

3. What is on the fence?

4. Where is there a portion of fence designed to stop vehicles? What does it look like?

5. What was the point of the first government-sponsored fence?

6. Who was the President when the amount of fencing and the number of border patrol agents began to expand?

7. What did the Secure Fence Act require?

Story 4: What’s it Like?

1. What are the differences in opinion of Cmdr. Robert Harris and former agent Dob Cunningham?

2. What does Ulises Elias find beneficial about being near the border?

3. What is Tohono O’odham Nation?

4. Would you, as a U.S. citizen like to live near the border? Why or why not?

Story 5: Empty Houses

1. Is the homicide rate in Juarez going up or down?

2. Why were/are so many murders being committed?

3. Why did people abandon their homes?

4. Describe the look of the homes in the photos.

5. The words “se vende” are spray painted on lots of the homes. What does it mean?

Story 6: Junior

1. Where does Junior live?

2. What happened in 2010?

3. Why did Junior’s mom move back to Mexico?

4. Why did he stay?

5. Who does he live with?

6. What does Junior worry about?

Story 7: Snack Time

1. Where does the word “tostilocos” come from?

2. Where did tostilocos originate?

3. What are the 9 ingredients?

4. Would you try it or maybe a variation of it?

5. Do you make a mix of something that other people think is gross/good? What is it? (I like to eat Reese’s cups on cheese pizza)

Story 8: Toothbrushes

1. Why are things left behind at the border?

2. What do a lot of undocumented immigrants assume is a good way to avoid detection?

3. Why would they think this, in your opinion?

4. Why wouldn’t a person trying to cross the rough terrain wear hiking boots?

5. What do they wear instead?

6. Why is it more dangerous for women to attempt to cross?

Story 9: Apprehension

1. What is the fence like along Hidalgo, TX?

2. What were some of the things the author could see from on top of the wall?

3. How many unaccompanied minors were picked up at the border in 2012?

4. What were the border patrol agents doing in the woods?

5. Describe the detainees.

6. Why were the Border Patrol agents held up in taking the detainees to the station?

Story 10: Wanna buy a hammock?

1. Who are the vendors trying to sell things to?

2. How much money does one vendor say he can make in a day?

3. Name some of the things they sell.

Story 11: Palabras/Words

1. What can the use of English or Spanish along the border reveal about a person?

2. What are all the terms for migrants who cross the border without permission?

3. What do you call someone who lives in the U.S. or was born in the U.S. that has Mexican ancestry?

Since you started the webquest:

1. How many vehicles crossed the border legally?

2. How many pedestrians have crossed legally?

3. How many people have been detained for illegal entry?

4. How many pounds of marijuana have been seized?

5. How many ounces of cocaine have been seized?

WEATHER PROJECT

WEATHER PROJECT!! DUE 4/17!!!
Pronóstico del tiempo:

Your group will create a 5-7 day weather forecast for a city in a Spanish-speaking country. This needs to be filmed and edited and uploaded to a google drive, shared with me on google, or put on youtube AT LEAST the day before it’s due to make sure it works properly. Here are the steps to making a successful project:

Step 1 – assign roles to everyone in the group, including who will be filming and editing and posting

Step 2 – write a draft of your script for the forecast of the city you chose. Use actual weather conditions for that area (look it up) and remember that their forecasts are likely in Celsius.

Step 3 – film the forecast, doing your best NOT to rely on the script while you film. (i.e,; don’t stare down reading a piece of paper while on film – make cue cards if need be)

Step 4 – edit and post to google docs, share with me, or upload to youtube
example video
example video 2 (good idea, but they have poor pronunciation and grammar)

REQUIREMENTS:

-          5-7 day forecast of actual weather conditions (you need some variety so elaborate a little – not every day is hot and sunny)

-          Needs to be at least 3 minutes in length

-          Those appearing on screen must speak clearly and look at the camera – just like the real news

-          Props and visual aids (a map)

-          Completely in Spanish with correct pronunciation of vocab words

-          Equal participation of all group members

-          Do NOT type a forecast into google translate and hope that it comes out right. USE THE VOCAB FROM CLASS. DO NOT TRY TO GO FROM ENGLISH TO SPANISH --> JUST WORK IN SPANISH!!! IT WILL SOUND BASIC!!!! 

  

-          Scoring Guide

5 (exceeds)  4(meets)  3(almost meets)  2 (emerging)  Content  Thorough information, more than asked for  All information covered  Missing some information  Information Lacking  Presentation  Confident speaking presence  Overall acceptable speaking presence  Some Problems with speaking volume or professionalism  Multiple problems with speaking presence  Grammar  Perfect accuracy at intermediate grammar  Some grammar mistakes       but comprehensible  Major grammar mistakes that hinder understanding  Very difficult to comprehend  Creativity and visual/creative products  Very neatly done, and creative idea for project- a trend setter! Visual(s) are creative and neat.  Meets requirement and is done with care.  Sloppy or issues with technology; could have spent       more time.  Visuals not entirely complete.  Very messy and not done with care.  Missing visuals.  No visual aids = 0

ER/IR verbs and weather

This week we are working on conjugating regular ER and IR verbs in the present tense and learning some weather vocabulary. As always, quiz Friday!
er/ir verbs quizlet
quizlet on weather terms
http://studyspanish.com/verbs/lessons/juster.htm Follow this link to do some verb drills for ER and IR verbs. Click "generate unique quiz" and leave out vosotros form. On the left side, there is a menu so you can choose "Just ER verbs" or "Just IR verbs" to practice.

TEST FRIDAY!

EXAMEN EL VIERNES!!

Don't forget we have a test Friday!! The test will cover:
question words
AR verbs and conjugation
colors
clothing (including materials and prints)
shopping vocab (costs, can I help you, preferences, etc.)

La ropa

el corte ingles fashion

Sr. Jordan clothing lesson

short video on clothes

quizlet on ropa

AR verbs and colors

quizlet on the verbs
quizlet on colors
AR verbs lesson with Sr. Jordan
Conjugations back video
practice with conjugating verbs - extra credit - copy/paste results in a comment
colors song
other colors song
practice with colors
colors practice quiz - extra credit - post in a comment
colors video
colors and nouns - agreement

Quiz Friday!!

Palabras Interrogativas

QUESTION WORDS!!
notes
extra credit - post your score in a comment
TONS of help in your ebook!!!
Quiz Friday!
Question words - HOMEWORK
Choose a link below and use it to review your question words. Leave a comment explaining which one(s) you chose and your scores/times (the concentration game doesn't give scores). NO COMMENT, NO GRADE!!

Here is the link to the quizlet flashcards http://quizlet.com/15078476/spanish-question-words-flash-cards/
Here is the link to the hangman game hangman
Concentration game in the ebook: http://www.vocesetextbooks.com
Match the question with the answer: matching
Basic matching: http://atschool.eduweb.co.uk/rgshiwyc/school/curric/Spanish/Caminos2/C2U8/a.htm
Listening exercise with feedback:  http://www.colby.edu/~bknelson/SLC/interrogatives5.php

MORE PRACTICE:
This is the link to the video for a detailed explanation on the question words worksheet from class (palabras interrogativas).

Spanish Question Words - Senor Belles

Tener Expressions - Quizlet

http://quizlet.com/27798161/tener-expressions-flash-cards/

tener expressions - notes

**extra credit practice - copy/paste your score in a comment

**extra credit practice 2 - copy/paste score in a comment

Animoto

If you want to use animoto to make a presentation, sign up with your school email and use this promo code: a4ecarr43bfe8

family project

Mi familia

Make a  presentation of your

family on powtoon, wevideo, prezi, movenote or animoto. NO POWERPOINTS!

-Include at least 5 family members + yourself, feel free

to include more (pets OK)

-Each person needs to be presented with complete sentences

in Spanish that include:

-a picture (can be from clipart if you do not have

enough digital photos of your family)

-3 adjectives to describe him/her using SER

-how you are related to each person (label in

Spanish) “Ella se llama Rosa. Es mi abuela, la

madre de mi madre.”

-  All words must be spelled correctly, accents included!

-You must present in Spanish the week of March 10th

Schedule 1st Block:
3/10 - Emily, Shawnda, Mattie
3/11 - Christian, Mabrey, Erin
3/12 - Alex, Manzel, Nicole
3/13 - Sara, Andy, Brian
3/14 - Spencer, Kassie

Schedule 4th Block:
3/10 - Grace, Banks, Brooke
3/11 - Bailey, Alex, Scarlett
3/12 - Jaque, Angel, Sam, Logan
3/13 - Austin, Louis, Jenna, Cierra
3/14 - Yair, Garret, Jordan

Rubric:

	Evaluating Student Presentations
	1	2	3	4
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with expected answers to all questions, but fails to elaborate.	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.
Graphics	Student uses superfluous graphics or no graphics	Student occasionally uses graphics that rarely support text and presentation.	Student's graphics relate to text and presentation.	Student's graphics explain and reinforce screen text and presentation.
Mechanics	Student's presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.
Eye Contact	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
Elocution	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
				Total Points:

Friday's Quiz

La prueba de viernes:

This Friday's quiz will be over the family vocab and using adjectives with ser and estar correctly. Be sure you know how to conjugate ser and estar and use them with the correct subject pronouns!!

quizlet for family vocab

http://quizlet.com/35941417/voces-chapter-3-set-one-flash-cards/

Quiz Thursday, Test Friday

Clases:  We are still behind due to the snow, so crunch time this week.
We will have a quiz on THURSDAY over the capitals and flags of Central America
rock the capitals
pracitce quiz (includes some n.america)
another practice (inlcudes haiti, jamaica, and cayman islands)
Quizlet

We will have our FIRST TEST on FRIDAY over everything we have covered so far:
-greetings
-numbers
-classroom objects
-definite and indefinite articles

Use past blog posts for links to study for the exam.

videos for articles and agreement

Agree it
All the single nouns
Definite articles

Quizlet for classroom vocab

http://quizlet.com/34049439/voces-chapter-2-flash-cards/

Flag quiz

http://www.lizardpoint.com/flags/flags_of_South_America.php
http://www.softschools.com/social_studies/flags/flags_of_south_america/

South American Countries and Capitals

Here is the link to the quizlet for the S. American capitals. Remember, you don't need to learn the capitals we haven't discussed in class (Guyana, Suriname).
http://quizlet.com/1213660/south-american-countries-and-capitals-flash-cards/

Here is the link to the Rock the Capitals video
http://www.youtube.com/watch?v=Nw1H8aIhKNk

Here is a puzzle activity for extra practice
http://www.yourchildlearns.com/mappuzzle/south-america-puzzle.html

More helpful links

Sr. Jordan
quizlet

SP I: Spanish in the snow!

Hola clases!

Due to the weather-related scheduling of school this week - we have to play catch up in order to stay on track with our curriculum guide. Prepare to have a quiz Friday (2/7) on the alphabet and greetings. You can get practice with both of those topics on the ebook (don't forget about the masteries!) and there are lots of youtube videos out there on both. Review all vocab on the chapter 1 list.
spanish alphabet - military style
spanish alphabet - cosmo the dog
buenos dias song
what's your name?
where are you from?

And don't forget about Mi vida loca for additional pracitce, too! It's always good to watch the videos again and try some of the activities on your own.
http://www.bbc.co.uk/languages/spanish/mividaloca/ep01/

Web resources

Here are some resources you can use for your final review project:

http://studyspanish.com/
http://quizlet.com/latest
http://drlemon.com/
http://www.mommymaestra.com/
http://www.quia.com/web
http://www.senorjordan.com/
http://spanishflashcards.tripod.com/
http://www.colby.edu/~bknelson/SLC/index.php
https://jeopardylabs.com/browse/
http://flapjackeducationalresources.blogspot.com/p/spanish-freebies-resources.html
https://www.superteachertools.net/jeopardyx/ (this is the jeopardy I usually use in class)
http://www.aprenderespanol.org/gramatica/preguntas-interrogativos.html

Final Review Project Rubric

Preparedness

4 - Student is completely prepared and has obviously rehearsed.

3 - Student seems pretty prepared but might have needed a couple more rehearsals.

2 - The student is somewhat prepared, but it is clear that rehearsal was lacking.

1 - Student does not seem at all prepared to present.

Time-Limit

Presentation is AT LEAST 10 minutes long.

Presentation is 9-8 minutes long.

Presentation is 7 minutes long.

Presentation is less than 6 minutes

Content

Shows a full understanding of the topic. All info is presented accurately. Student is an expert on his/her assigned topic

Shows a good understanding of the topic. Most info is presented accurately.

Shows a good understanding of parts of the topic. Half of info presented is accurate.

Does not seem to understand the topic very well. Less than half of info is accurate. Student is not an expert on his/her assigned topic.

Comprehension

Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Lesson Activities

Student uses activities, games, worksheets that show considerable work/creativity and which enhance peer understanding

Student uses 1 activity,game, worksheet that shows considerable work/creativity and which enhances peer understanding

Student uses activities, games, worksheets which only slightly enhance peer understanding

The student uses no activities, etc. and simply lectures OR the activities chosen detract from peer understanding.

Stays on Topic

Stays on topic all (100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some (89%-75%) of the time.

It was hard to tell what the topic was.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Evaluates Peers

Checks for learning from peers and all peers understand topic.

Checks for learning, but not all peers understand everything clearly.

Teacher reminds to check for learning, some peers are confused by the lesson

Is not prepared to check for learning, peers gleaned nothing from the lesson.