1. PROYECTO: ¿Cómo eras de niño(a) ? Student Instructions Overview: Think about your childhood: What were you like, things you used to do, and what you were not allowed to do. Create a presentation with a collage poster (scrapbook page) or PowerPoint using pictures You can use real pictures at least two of you and/or cut images out of magazine to make your visual. Task: 1. PREPARACIÓN- A. Think about what you were like, when you were a small child, what things you used to do, what things you weren’t allowed to do. Copy and complete the chart on a sheet of paper, providing at least 2 pieces of information about yourself in each column. Then complete the following sentences. 1. Cuando era niño(a), era___________________________. 2. Yo jugaba con___________________________________. 3. Me gustaba ir al_________________________________. 4. Yo tenía que____________________________________. 5. Mis padres no me permitían_______________________. 6. Yo montaba____________________________________. B. Provide a series of pictures that illustrate all of the information on your chart. Each picture should be followed by one of the sentences from part A during your presentation. C. Submit a draft of your sentences to your teacher D. You can practice your presentation with a partner before your oral presentation. Atención: Your project and presentation should: 1. Be in a chronological order and provide as much information as possible in each point. 2. Make use of the imperfect tense in each sentence 3. Speak in complete sentences and clearly so that you can be understood. 4. Not be read during your presentation. 2. PRACTICA- Work with a partner and practice your presentation. You can use your written notes when you practice, but not during your presentation. As you practice with your partner(s), seek their feedback to correct errors you have made to improve your overall performance. 3. PRESENTACIÓN- This presentation is live and you may not use notes. Present ¿Cómo eras de niño(a)? to the class using your visual but not reading off of your visual Student Learning Assessment: Students will be assessed on how well they sustain the use of the target language, how complete the presentation is and how well new and previously learned vocabulary and structures are used. Note: A detailed Rubric has been provided for this project ¿Cómo era?Jugaba con…Me gustaba más…Tenía que…No me permitían…Montaba… Tímido(a)Mi oso de peluche Jugar con mis amigos Hacer mi cama Pelearme con mis hermanos En triciclo

2. PROYECTO: ¿Cómo eras de niño(a)? Me llamo: __________________________ Bloque _________________ Rubrica CATEGORY 20pts Exemplary 16pts Proficient 13 pts. Needs improvement 10 pts. Unsatisfactory Evidence of Planning Draft is written and layout created and corrected. You provide three or more pieces of information in each category. You are well prepared and orderly. Your Visuals were perfect for the presentation and very appealing. You are thorough when presenting. Draft was written and layout created, but not corrected. You provide two pieces of information in each category. Visual is appealing and presentation is mostly thorough You provide only one piece of information in each category. One part is completed Draft was written but lacks info and is not corrected. OR other parts are not completed according to instructions Visual is provided but it does not enhance presentation. You provide one piece of information or no information in some categories. No written draft provided. Does not complete any parts fully. No skit is presented to teacher No visual provided. Presentation lacks substance. Comprehensibility Fluency Pronunciation Very easy to understand, complete and accurate with supporting visuals and gestures. Speech is continuous with no pauses or stumbling. Pronunciation enhances communication. Easy to understand with some errors. Some visuals used and/or gestures that helped for comprehension. Speech is mostly continuous with few to no pauses or stumbling. There is some hesitation but manages to continue and complete thoughts. Fairly difficult to understand, lacks completeness and was unorganized. Few visuals and gestures. Speech is choppy and/or slow with frequent pauses; and some incomplete thoughts. Barely understood. OR Translator was used. No visuals/photos and no gestures were included. Speech halting and uneven with long pauses and/or incomplete thoughts. Use of new and previously learned vocab, grammar and structures Student conjugates verbs correctly for context, pays notice to noun-adjective agreement and uses appropriate grammar. You use recently acquired and previously learned vocabulary and structures. Student mostly conjugates verbs correctly for context, pays notice to noun-adjective agreement and uses appropriate grammar. You use only recently acquired vocabulary. Student conjugates some verbs correctly for context, pays notice to noun-adjective agreement in some cases and sometimes uses appropriate grammar. You use very limited and repetitive vocabulary. Student does not conjugate verbs. There is no noun adjective agreement used. Does not use appropriate grammar for this level. You barely use any appropriate vocabulary to convey the messages Completeness of presentation You provide a visual for every idea spoken about. Your sentences are thorough and complex. Contains details that develop clear ideas You provide several visuals and they contain no visible errors. Your sentences are complete. You provide 2-3 visuals and they contain visible errors. Sentences are incomplete You provide only one visual and it contains visible error corrections there is no sentences used to present Language Control Control of basic language structures. with occasional use of advanced language structures. Interesting, well-rehearsed with smooth and clear delivery that holds audience attention. Emerging control of basic language structures. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. Uses direct eye contact, but still returns to notes when talking to others. Limited in nature. Emerging use of basic language structures Delivery not smooth, but able to hold audience attention most of the time. Uses minimal eye contact. Uses English on one occasion. Inadequate and/or inaccurate use of basic language structures. Delivery not smooth and audience attention lost. No eye contact with audience. Reads script. Uses English on more than one occasion.