PHOTO ALBUM PROJECTKATHERINE MARKS

WALDEN UNIVERSITYEDUC- 6731-B

Dr. Margaret Boice2/15/2016

What is the purpose of this?

■To see what we are going to learn in this unit.■To see what is expected of you.■To make sure that you are meeting the

expectations.■To see what you are going to have to do in the

unit.■To know how you are going to be graded.

Restaurants and Currency ExchangeUNIT 6

At the end of the unit you are going to understand:

■It is appropriate to use formal language with a waiter or diner.

■Spanish-speaking countries have different types of currencies.

■Currency exchange rates vary throughout Spanish speaking countries.

■Items are priced differently in foreign countries.■In Spanish there are two verbs that mean “to be” and

they are used in different situations.

From what I learn and understand, I will be able to…

■Use the target language to order food.■Understand questions regarding restaurant

ordering in the target language.■Calculate various currency exchange rates using

an online application.■Describe food in the target language using “ser”

and “estar.”

Standards that are incorporated:■ Ohio New Learning Standards World Languages Grades 9-12: Communication Standard:

Interpretive Communication 1 : Derive meaning from messages and texts using listening, reading, and viewing strategies.

■ Ohio New Learning Standards World Languages Grades 9-12: Communication Standard: Interpersonal Communication 2: Interact with others using culturally appropriate language and gestures on familiar and some unfamiliar topics.

■ Ohio New Learning Standards World Languages Grades 9-12: Cultures Standard 1: Analyze and describe relationships among products, practices and perspectives and compare them across cultures.

■ Ohio New Learning Standards World Languages Grades 9-12: Presentational Communication 1: Convey meaning using writing processes and presentation strategies.

■ Ohio New Learning Standards World Languages Grades 9-12: Presentational Communication 3: Present a range of literary, creative, and artistic endeavors to audiences near and far.

■ Ohio New Learning Standards Social Studies: Topic: Fundamentals of Economics: 3. People cannot have all the goods and services they want and, as a result, must choose some things and give up others.

Essential Questions that you will be able to answer during the unit:■When is “usted” used?

■How do I order a meal in the target language?■What is the type of currency used in Mexico?■What is the current $USD to $MXN exchange rate?■How much does a gallon of milk cost in Mexico?■When is “ser” used?■When is “estar” used?

Assessments and Why?■ Pre-assessments- To see how you learn best, which Spanish speaking

country you would most like to visit, and what skills you already bring to a subject so I know how to teach you best.

■ Formative Assessments- To see how you are doing during the unit. These allow me to modify instruction if need be and help you see how you are doing so you can change study habits if you find you are falling behind. These are not graded! – These include: Student Self-Monitoring Unit Checklist & Goals Record

Sheet, Interpersonal Communication Self-Assessment Rubric, activities on Quizlet, Conjuguemos, and Kahoot!, just to name a few.

■ Summative Assessments- These will tell us if you have mastered the content and met the learning goals. These are graded! – These include: Currency Exchange Rate worksheet, Restaurant and

Menu Skit, and Chapter 6 Test.

Pre-Assessment: Spanish Previous Experience Survey

To find out what you can already do with Spanish and if your family speaks Spanish.

Pre-Assessment: Multiple Intelligences Quiz

To find out how you learn best. You will follow this link:

http://www.edutopia.org/multiple-intelligences-learning-styles-quiz

When finished, print your results and turn them in.

Formative Assessment: Interpersonal Speaking Self-Assessment RubricSo you can keep track of your Spanish speaking skills and if you are meeting expectations.

Formative Assessment: Spanish I: Restaurant and Currency Exchange Unit Goals Checklist and Reflection

Spanish I: Restaurant and Currency Exchange Unit Goals Checklist and Reflection

Instructions: As we move through the unit, answer the questions when you are have learned the material.

I. Essential Questions:

1. When is ser used? _______________________________________________

2. When is estar used? ______________________________________________

3. When is usted used? ______________________________________________

4. What is the type of currency used in Mexico? __________________________

5. What is the Mexican currency exchange rate? ___________________________

II. Check off these items as you understand or able to perform them:

6. Use the target language to order food. ________

7. Share descriptions of food in the target language. ________

8. Ask questions and provide answers during a restaurant outing in the target language. ___

9. Understand questions regarding restaurant ordering in the target language.  ______

5. Calculate various currency exchange rates using an online application.  ________

III. Create at least two goals for yourself pertaining to this unit.  When you have met each goal, check it off.  

Goal 1: ________________________________________________________________  

Goal 2: ________________________________________________________________

■ Goal 3: ________________________________________________________________

■ Goal 4: ________________________________________________________________

■IV.  At the end of the unit, reflect on your overall performance and what you learned.  Explain and give examples to support your learning.  Also, state if there are any areas in which you need to improve.

■______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

So you can ensure that you are meeting the goals of the unit and of your own self-created goals and learning everything needed to be successful. You will also reflect on your performance in this assessment at the end of the unit.

Performance Assessment: Restaurant Skit and Menu InstructionsIn groups of three, you are pretending to be business partners who want to open a restaurant together and you need to get an investor to back your restaurant.  Your goal is create a menu to be used in your restaurant and produce a dialogue that you and you partners will act out and record to be watched in class to prove to your investors (Mrs. Marks and classmates) that you are able to take orders and answers questions from your diners in a restaurant setting.   To be successful in gaining an investor for your restaurant, in your performance one group member is a waiter and two members are diners in a restaurant.  Within the skit, the diners will order their food, ask questions/make comments about their food, ask for the bill, and pay the bill. This will be video recorded and eventually viewed in class to your investors.  Your menu will need 4 food groups (appetizers, main dishes, desserts, drinks) and have a description of the food in Spanish and photos to represent each food and drink.

Examples of Performance Assessment: Restaurant Skit and Menu

Click waiter to view an example of a skit

Performance Task

Needs Improvement1pt.

Meets Expectations2pts.

Exceeds Expectations3pts.

Completion of Skit 

Skit is incomplete. During the skit, one or more of the requirements are missing: Student greets waiter/diner Student orders one item from menu Asks one question about a food Comments on a food Asks for the check Pays the check Says goodbye (missing requirement is circled)

Skit is complete. During the skit: Students greets waiter/diner Student orders one item from menu Asks one question about a food Comments on a food Asks for the check Pays the check Says goodbye

Skit is complete and contains more than what is required. During the skit: Students greets waiter/diner Student orders more one item from menu Comments on more than one food Asks more one question about a food Asks for the check Pays the check Says goodbye

Grammar and Vocabulary

Student rarely or never uses correct grammar or vocabulary in the skit. Verbs are rarely or never conjugated correctly Prepositions are rarely or never used correctly Language is informal among diner and waiter Ser and estar is not used in the correct context Student rarely or never uses appropriate vocabulary and

phrases to complete the task Sentences rarely or do not have correct structure

 (areas needing improvement are circled)

Student usually uses correct grammar and vocabulary in the skit. Verbs are usually conjugated correctly Prepositions are usually used correctly. Language is usually formal among diner and

waiter Ser and estar is usually used in the correct

context Student usually uses appropriate vocabulary

and phrases to complete the task Sentences usually have correct structure

 

Student always uses correct grammar and vocabulary in the skit. Verbs are always conjugated correctly Prepositions are always used correctly Language is always formal among diner

and waiter Ser and estar is always used in the correct

context Student always uses appropriate

vocabulary and phrases to complete the task.

Language is always formal among diner and waiter

Sentences always have correct structure 

Pronunciation and Fluidity

Pronunciation and fluidity needs improvement:  Student rarely pronounces words correctly Student usually stumbles on words Fluidity is rarely natural with many pauses Speech is rarely comprehensible to audience

Pronunciation and fluidity is overall good:  Student usually pronounces words correctly Student rarely stumbles on words Fluidity is usually natural with very few

pauses Speech is usually comprehensible to

audience

Pronunciation and fluidity is fantastic:  Student always pronounces words

correctly Student never stumbles on words Fluidity is always natural with no pauses Speech is always comprehensible to

audienceOrganization

Skit overall is organized poor and needs improvement. Sequence of events are rarely logical Events and what is taking place can rarely followed by

audience

Skit overall is organized well. Sequence of events are usually logical Events and what is taking place can usually

be easily followed by audience

Skit overall is organized superbly. Sequence of events are always logical Events and what is taking place can

always be easily followed by audience 

Spanish I: Restaurant Skit Analytic Rubric

Paper and Pencil Assessment: Chapter 6 Test■ What is the test going to be like?

– 5 matching questions based on listening– 5 true/false questions based a reading passage– 20 multiple choice questions based on vocabulary – 15 multiple choice questions based on grammar– 3 translation sentences– 3 short answer questions based on ordering food in a restaurant

Paper and Pencil Assessment Blueprint Based on Webb’s Depth of Knowledge Course: Spanish I  

 Chapter Test 62015-2016

 Learning Expectations

  

 Assessment

Learning Expectations (List Standards)

 

Target DOKLevel

Method DOK 1Recall or

reproduce

DOK 2Basic application of

skills/concepts

DOK 3Strategic Thinking

DOK 4Strategic Thinking

 

Total Points %

Standard:Interpretive Communication1.a and 1.e

1 and 2 Listening comprehension Recall Infer/interpret     5/63 8 %

Standard:Interpretive Communication1.a, 1.d, 1.e 

1 and 2 Reading comprehension Recall Infer/interpret     5/63 8%

Standard:Interpretive Communication1.a, 1.d, 1.e 

1 and 2 Selected response Recall Infer/interpret     35/63 56%

Standard:InterpretiveCommunication1.a, 1.d, 1.e

1 Translation Recall       13/63 21

Standard:InterpersonalCommunication2.b

1 and 2 Short answer Recall Organize     5/63 8%

Total Points 

            63  

% 

              100%

Dimension/Task            Below Expectations  (1 point) Meets Expectations  (2 points) Above Expectations  (3 points)

1.

 Learning Goals

Matched to

Assessment Method

Teacher does not or rarely aligns

interdisciplinary unit learning goals with

various assessment methods to provide

alternative ways to measure student

learning

Authentic, real-world application of

knowledge is not or rarely  incorporated to

engage and make learning relevant

Teacher does not or rarely incorporates

21st-century skills to provide for college and

career readiness

Learning goals do not or rarely reflect state

or national standards, enduring

understandings, and essential questions for

the unit.  Unit standards, enduring

understandings, and essential questions are

always clearly stated

Teacher usually aligns interdisciplinary unit

learning goals with various assessment

methods to provide alternative ways to

measure student learning

Authentic, real-world application of knowledge

is usually  incorporated to engage and make

learning relevant

Teacher usually incorporates 21st-century

skills to provide for college and career

readiness

Learning goals usually clearly reflect state or

national standards, enduring understandings,

and essential questions for the unit.  Unit

standards, enduring understandings, and

essential questions are always clearly stated

Teacher always aligns interdisciplinary unit

learning goals with various assessment

methods to provide alternative ways to

measure student learning

Authentic, real-world application of knowledge

is always  incorporated to engage and make

learning relevant

Teacher always incorporates 21st-century

skills to provide for college and career

readiness

Learning goals always clearly reflect state or

national standards, enduring understandings,

and essential questions for the unit.  Unit

standards, enduring understandings, and

essential questions are always clearly stated

EDUC- 6731B Photo Album Rubric

2.          

Diagnostic

Assessments (pre-

assessments)

Less than two pre-assessments (diagnostic

assessments) are described for the unit.

The assessment provided is not focused on

gaining relevant insights into

family/community as related to the content or

demands of the unit (e.g., family

questionnaire or survey).

Teacher does not or rarely provides useful

student data to identify misconceptions,

 inform instructional decisions, and support

students prior to beginning the unit

Two pre-assessments (diagnostic assessments) are

described for the unit.

One of the assessments is focused on gaining relevant

insights into family/community as related to the content or

demands of the unit (e.g., family questionnaire or survey).

Teacher usually provides useful student data to identify

misconceptions,  inform instructional decisions, and

support students prior to beginning

More than two pre-assessments (diagnostic

assessments) are described for the unit.

One of the assessments is focused on gaining relevant

insights into family/community as related to the content

or demands of the unit (e.g., family questionnaire or

survey).

Provides useful student data to identify misconceptions,

 inform instructional decisions, and support students

prior to beginning the unit

3.           

Description of

Formative

Assessments

Less than two formative assessments are

described for the unit

Teacher never or rarely identifies how he or

she will monitor student progress toward the

learning goals of the unit and provide

meaningful feedback to students.

The assessment does not or poorly identifies

how timely, meaningful feedback will be

provided to students.

The assessment does not provide or poorly

provides an opportunity for students to self-

assess and set goals for learning.

Two formative assessments are described for the unit

Teacher usually and clearly identifies how he or she will

monitor student progress toward the learning goals of the

unit and provide meaningful feedback to students.

Each assessment usually and clearly identifies how timely,

meaningful feedback will be provided to students.

One assessment provides an opportunity for students to

self-assess and set goals for learning.

More than two formative assessments are described for

the unit

Teacher always clearly identifies how he or she will

monitor student progress toward the learning goals of

the unit and provide meaningful feedback to students.

Each assessment clearly identifies how timely,

meaningful feedback will be provided to students.

One assessment clearly provides an opportunity for

students to self-assess and set goals for learning.

4.            

Outline of

Performance

Assessment

(summative

assessment)

Does not identify the authentic performance task.

Exemplars are not provided.

Does not state how the performance task is aligned

to the learning goals and/or standards.

Does not explain which essential question(s) are

addressed.

Does not explain how enduring understanding(s) are

demonstrated.

Does not identify how assessment incorporates 21st-

century skills.

Does not provide opportunities for students to self

asses.

Less than two options for differentiation are

described.

The authentic performance task is identified but it is not

clearly stated what the student does or creates.

Exemplars are provided but quality is not specified.

Learning goals and standards are identified.  Alignment to

performance task is present but unclear.

Limited explanation of which essential question(s) are

addressed.

Limited explanation of how the enduring understanding(s)

are demonstrated.

Adequately identifies how assessment incorporates 21st-

century skills.

Provides opportunities for students to self-assess and/or

peer assess.  Does not provide clear opportunities for

student to adjust or revise their work.

Two options for differentiation are described.

Clearly identifies the authentic performance task (Clearly

states what the student does or creates)

Exemplars of both high and low quality are provided.

Clearly states how performance task is aligned with all

learning goals and standards.  

Clearly explains which essential question(s) are

addressed.

Clearly explains how enduring understanding(s) are

demonstrated.

Clearly/masterfully identifies how assessment

incorporates 21st-century skills.

Provides opportunities for students to self-assess and/or

peer assess and adjust or revise their work

More than two options for differentiation are described

5.            Rubric

for Performance

Assessment

Rubric does not provide objective scoring and/or the

graduations of quality are unclear and/or

inconsistent for each level of criterion for each

category.

Information provided in the rubric is not easily

understood.

Categories for criteria are not identified.

Rubric provides objective scoring with graduations of

quality for each level of criterion for each category.

Information provided in the rubric is easy to understand.

Categories for criteria are identified.

Rubric provides objective scoring with clearly described

and consistent graduations of quality for each level of

criterion for each category

Information provided in the rubric is easy to understand

and written with age-appropriate language

Categories for criteria are clearly identified

6.           

Paper-and-

Pencil

Assessments

Contains minimal knowledge or content, concepts,

and/or skills learned during the unit.

Provides three or fewer varieties of assessment

categories (i.e. true/false, multiple choice, fill in the

blank, diagram labeling, essay, matching, etc.)

Adequately builds upon knowledge of content, concepts,

and skills learned during the unit.

Provides four varieties of assessment categories (i.e.

true/false, multiple choice, fill in the blank, diagram

labeling, essay, matching, etc.)

Masterfully builds upon knowledge of content, concepts, and

skills learned during the unit that align with the standards

learning goals.

Provides more than four varieties of assessment categories

(i.e. true/false, multiple choice, fill in the blank, diagram

labeling, essay, matching, etc.)

7.           

Presentation

Appearance

More than one of the following criteria (standards,

enduring understandings, and essential questions)

are not clearly identified -or- one or more is missing.

More than one of the following criteria (teacher’s

name, unit overview, theme of unit, and grade

level) is not clearly identified -or- one or more is

missing.

Table of Contents is missing two or more criteria.

Graphics are not included.

Font size/structure does not vary.

Contains 3 or more grammatical and/or spelling

errors

Content is not logically organized and/or provides

no connection to the unit theme and learning goals.

All standards, enduring understandings, and essential

questions are present but one is not clearly identified.

Teacher’s name, unit overview, theme of unit, and grade

level are present but one is not clearly identified.

Table of Contents is missing one criteria.

Graphics are included but not all are relevant to the

content.

Font size/structure varies randomly and does not explain

and reinforce content.

Content contains 1-2 grammatical and/or spelling errors.

Content organization is limited and/or provides an

unclear connection to the learning goals.

All standards, enduring understandings, essential questions

are clearly identified.

Teacher’s name, unit overview, theme of unit, and grade

level are clearly identified.

Table of Contents includes all criteria

Relevant graphics are included to explain and reinforce

content.

Font size/structure varies to explain and reinforce content

Content contains no grammatical or spelling errors

Content is well organized/provides a clear connection to the

unit theme and learning goals