Stage 1 and Performance Assessment Ideas

Stage 1 and Performance Assessment Ideas

Planning Template

(p. 30 Tomlinson and McTighe)

Stage I – Desired Results
Established Goal(s) [all standards/proficiencies]: Participate fully in conversation Express oneself using basic sentence structures, and more descriptive details and short paragraphs including adjectives, connecting words, and adverbs Participating in interdisciplinary activities (e.g., singing, dancing, painting, counting, creating visual art, playing musical instruments, participating in a play)
Understanding (s): Students will understand that… Family life has a major impact on an individual’s identity. Relationships between family members and interests of individual family members affect family as a whole. The importance of family is similar in our culture and the Spanish culture.	Essential Question(s): How does my family help identify my identity? How does the role of family in our culture compare to the role of an average family in a Spanish culture?
Students will know… -Family vocabulary (mom, dad, sister, brother, uncle, etc.) -How to describe family members (name, age, appearance, hobbies, job, etc.) -Difference between “tener” and “ser” -Noun/adjective agreement Students will be able to… -Can talk about their own and other families in a conversation with me -Make a family tree and describe their family -Have a conversation with the teacher about how their family compares to the average family in a Spanish culture -Make a skit to show how their family has impacted their identity -Create a family painting and describe each member of the family using vocabulary and grammar accumulated from the unit

I have many ideas for what I want my performance assessments to be. One of my favorites includes a student making a family tree and describing his or her family in a conversation with me. This is a good performance assessment because it allows them to fully participate in conversation with me, express themselves using basic sentence structures with adjectives to describe their family, and they are able to create a piece of visual art. Another one of my favorites is making a skit to show how students' families have impacted their identity. In their skits, they can demonstrate their abilities to converse in Spanish, express themselves using basic sentence structures, and it is an interdisciplinary activity.

I tagged this to Performance Criterion 7.1: Candidates plan instruction by drawing upon knowledge of content area to meet rigorous learning goals. This PC is tagged because this is my beginning stage of planning instruction in Spanish. In order to do this, I had to think back to the important units in my high school Spanish career and the family unit stood out most to me. I also had to recall the specific grammar and type of vocabulary I wanted to use in order for my students to reach my desired results with this unit. For example, I plan to have a vocabulary list with all the essential names for each individual in the family like mom, dad, uncle, aunt, etc. Furthermore, I pointed out in my template that students will know the difference between “tener”, to have, and “ser”, to be. From my learning experience, I have discovered that when describing something personal, I use “tener” and “ser” a lot and I want to ensure that my students know the difference between them. Finally, I remember learning about the significance of family in the Spanish culture, so I wanted to make that an aspect of my plan for instruction. After drawing upon knowledge of the Spanish I have accumulated revolving around a family unit, I feel confident that I can assist my students in meeting the goals I have set for them.

Based on the evidence of my template, I believe I meet the proficiency in attaining the performance criterion to a fairly high extent. I have all my standards and proficiencies laid out with my exact steps in showing those desired results. In order to fully meet the proficiency, my next step is to continue on with the planning process and see if there are any additional important elements of the Spanish language that would be helpful to the family unit. Also, I need to review my Spanish notes from high school about the role of family in different Spanish cultures to completely meet the proficiency in attaining the performance criterion.