Course Name

Nombre: _____________________

Hora: ___

CAMPOT

SPAN2

Spanish 2 Portfolio Assignment: 2014-2015

“Diga el cuento”

Summary: In this portfolio project, you will research the genre of Magical Realism in storytelling. You will research a Magical Realist author to determine how life events influenced his/her writing. You will then write your own story (in Spanish) in the style of Magical Realism to share events of influence from your own life.

Through this project you will…

( use trusted sources to investigate the background of Magical Realist author.

( use written Spanish to tell a story in the style of Magical Realism.

( apply the appropriate tenses to show what happened in your story.

Standards:

Communication 1.3 Students present information, concepts and ideas on a variety of topics.

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Assignment:

· Part I: Author Analysis & Works Cited – This piece will involve researching an author and using information about the author’s past to interpret his/her use of Magical Realism in text.

· Create a brief timeline of events that influenced the author’s life and writing

· Bullet pointed explanation of one historical event of influence in author’s life

· Analyze a provided excerpt written by your author 1) identify the Magical Realism and 2) interpret that in connection to the events influencing the author’s life

· Part II: Short story – This will be written in Spanish demonstrating either Magical Realism. Writing will be done in class and should not be taken outside of class without parental permission. Your story will be broken into three parts:

· Introduction - The introduction let’s your audience know the “who”, “what”, and “where” of your story/ article. Who are the characters? Where do they live? When does your story take place?

· Rising event - Here your story develops a conflict that must be resolved. This is where you reader starts to understand the problem of the main character. Why is the situation the way it is? Why is there a problem?

· Conclusion - This is where your conflict is resolved. How does the situation change or wrap up for your characters?

Checklist: Your final project will include the following pieces…

( Graded rough draft (Four writing packets from class)

( Cover with a title, author name, illustrator name, and class period

( Part I: Author Analysis

( Timeline of Influence (time line of at least five influential events in author’s life)

( Event of Influence (outline and summary one of the events from above in more detail)

( Analysis of author’s work (one paragraph in English interpreting author’s use of Magical Realism in connection to the Timeline of Influence)

( Works Cited Page

( Part II: Final DOUBLE-SPACED handwritten Spanish story

Due Dates (TBD):

SHAPE \* MERGEFORMAT

SHAPE \* MERGEFORMAT

Spanish II Portfolio Project 2014-2015: “Diga el cuento”

Nombre: ____________________________________

Hora: _____

Category

Excelente

Bien

Así-así

No bien

Unsatisfactory

Part II

15

13

11

9

7-0

DEVELOPMENT OF IDEAS

The flow of the assignment

Flows logically and smoothly.

· Sentences and ideas follow a logical progression, with clear introduction, conclusion, and transitions.

· Student elaborates on key ideas

Flows well from beginning to end

· Ideas flow logically.

· Lacks thoughtful transitions between ideas and paragraphs.

· Elaboration on 1-2 key ideas

Lacking flow

· Strings of sentences and ideas used in a disorganized fashion.

· Difficult to follow

· Confusing connections

Student demonstrates discomfort with organizing ideas and connecting ideas. Leaving reader confused.

OR

Many incomplete and/or run-on sentences used.

· Incomplete or blank.

· At least one paragraph missing (3-4 sentences)

15

13

11

9

7-0

APPLICATION OF TENSE

Application of verb tense to build an accurate sentence

· Accurate use of present and past tenses with minor relating to conjugation mistakes

· Use of advanced structures such as Reflexive verbs, questions, and commands

· Accurate use of present and past tenses with minor relating to conjugation mistakes

· Control over tense usage (1-2 mistakes)

· Attempts to use present and past tenses

· Some mistakes (2-3) made with usage

· While conjugation is generally consistent

· Errors interfere with meaning

· Lack of control of using present and past tenses

· Regularly mistakes with conjugation

· Incomplete

· Student makes little to no attempt to conjugate verbs, yet sentences have been structured with subject and noun.

8

7

6

5

3-0

SENTENCE STRUCTURE

Sentences are often or consistently compound in nature. For example, student is able to use “porque” or other connecting words to create more elaborate/detailed sentence.

Sentences convey a clear message, all following a similar structure. Some attempts at more compound sentences.

Sentences convey a clear message, all following a similar simple structure.

Lack of proper punctuation creates difficultly determining start and end of sentences.

OR

Many run-on, incomplete sentences used.

· Incomplete or blank.

· Writing is too incomplete or confused to get an accurate understanding of student’s level.

7

6

5

4

3-0

MECHANICS / EDITING

Grammar, capitalization, spelling, paragraphing

Mastery of accents, spelling, word order, verb/ noun/ adjective agreement (≤4 errors).

Comfort with accents, spelling, word order, verb/ noun/ adjective agreement (≤5 errors).

Discomfort with accents, spelling, word order, verb/ noun/ adjective agreement (≤6 errors).

Lack of control over accents, spelling, word order, verb/ noun/ adjective agreement (≥7 errors).

· Blank

· Illegible

· Not written in Spanish

· Unsatisfactory response to prompt

15

13

11

9

7-0

WORD CHOICE

Advanced word choice

· Words are correct, varied and descriptive.

· Demonstrates understanding of how to use new words

Variety in word choice

· Words are correct and varied.

OR

· Demonstrates some confusion around using new words (2-3 new words misused)

Mundane word choice

· Words are still at the Spanish I level and lack variety

OR

· Misuses 3+ familiar words.

· Words repeated often.

OR

· Words used incorrectly and out of writer’s control (4+ words misused)

· Does not grasp how to use new words (4+ new words)

· Incomplete or blank.

· Minus 1 pt for each English word (up to 5 pts)

5

4

3

2

0

DEPICTION OF MAGICAL REAISM

Use of Magical Realism in story is evident and connects to a larger theme

Use of Magical Realism is evident

Use of Magical Realism relies fully on magic without connecting reality for a purpose

· Use of Magical Realism in the story is unclear

· Magical Realism is not included in student’s story

Part I

15

13

11

9

7-0

WORKS CITED

· Times New Ro.

12 point

Title, plain font

Indented 2nd line

· MLA format

· Two citations

· All four items

· Two citations

· 1-2 mistakes with MLA format

· 1-2 of four items missing

· Two citations

· 3+ mistakes with MLA format

· Includes works cited with disregard to required sources

· Includes works cited with disregard to MLA format (4+)

· No preface

· Incomplete (only two items addressed)

20

17

14

12

9-0

AUTHOR ANALYSIS

· 5 pt timeline

· Event of Influence is outlined clearly with a summary connecting background to the author

· Anaysis of author’s work clearly interprets the Magical Realism in connection to the Event of Influence

· One of the three elements lacks depth and/or clarity

· Two of the three elements lacks depth and/or clarity

· One of the three elements is missing

Two or more of the three elements are missing

Part I: _______________/40

Part II: _______________/60

Total: _______________/ 100

PART I SAMPLE: Laura Esquivel

1. Timeline of Influence

1951: Born in Mexico

While she did not grow up reading, her interest in stories came from her story-telling father

1960: She reports being strongly influence by the concept of counter-culture

(such as, peace, mediation and primarily the “possibility of change”)

She attended Teacher’s College in Mexico and became a teacher of kindergarten aged children

1970: She married a film-maker and began an interest in film and screen-writing

1989: She published Like Water for Chocolate (The best-selling novel and became the most successful foreign film in the US history)

2. Event of Influence

a. Esquivel says her ideas were most influenced by 1960’s Mexican Culture

i. During the 1960s The Institutional Revolutionary Party (PRI) was influential in Mexican politics and was a dominate group through the 1980s

1. Prior to the PRI, Mexico was run by President Diaz who widened the gap between the wealthy and poor and the Mexican Revolution began

2. People were so unhappy with him that he was forced to step down from power

3. His successor was equally unsuccessful and was assassinated in 1913

4. Following these events Mexico faced a great deal of corruption in leadership

ii. The PRI focused on helping the middle class grow and bring people out of poverty

Summary: Laura Esquivel was born during a time of corruption and poverty. During her lifetime a political party focused on change, growth, and improvement was most dominant; she herself reports being captivated by the “possibility of change”. Laura Esquivel saw tremendous change in her own country.

3. Analysis of author’s work

Excerpt from Like Water for Chocolate:

Analysis: In this portion of the text, Like Water for Chocolate, author Laura Esquivel explores her character’s sensitivity to onions. Tita’s reaction to onions is so strong it causes her premature birth. While another character cuts onions, baby Tita’s tears fill her mother’s uterus and she erupts into the world “on a great tide of tears” flooding the kitchen. The Magical Realism in this scene places emphasis on Tita’s birth, as Laura Esquivel was entranced by the idea of change it is possible that Tita’s fantastical birth could be interpreted as an indicator of great change to come; change for the characters of her novel and even the people of Mexico.

1