Lainey Viau

IPA
Level: Intermediate
Language: Spanish
Topic: What role does family play in my life?
Hola estudiantes! Have you ever wondered if families were different in other countries? In this
unit we will be exploring the importance of family and the values that are shared all over the
world. At the end of the unit you will be able to read an article about family values in the
Mexican culture. There are so many families with Mexican decent in our community, now you
might know a bit more about what some of them might value!
What happens if there is a fight in your family? What is the topic of the fight usually about? Who
usually gets the last say? In a spontaneous role-play activity you will need to participate in a
pseudo-argument with a family member and show that you truly understand the typical roles of
family members from Mexico! Lastly, after exploring families in the Mexican culture, you will
create an IMovie with a voice recording to introduce the class to your own family and its core
values.
1. Response to Reading
Interpretive Assessment

3. IMovie Presentation
Presentational Assessment

2. Spontaneous Role-Play
Interpersonal Assessment

Interpretive:
Context- Students will have read two other articles about family during the unit. However, none
of the articles have specifically been about Mexican families.
Authentic text- http://www.sabersinfin.com/component/content/article/524-la-familia-mexicanasus-costumbres-y-sus-fortalezas.html
Procedures- Tell students they are about to complete part of an assessment of their language
skills. Urge students not to worry and tell them if they have a question they may ask at any
moment during the assessment, however they must work alone. All cell phones and other
electronic devices need to be stored away as well. Read directions to students before passing out
materials. Pass out handout to all students, and then pass out copy of article to all students. Give
students the entire class period (45 minutes) to complete this assessment.
Instructions/HandoutLee el articulo primero para comprensin. Lee el artculo una vez ms para los detalles. Est bien
si no sabes una palabra, usa el contexto literario para hacer una adivinanza educada.
Cierto/Falso- Si la declaracin es falso necesitas corregirla.
C/F La familia extendida en zonas rurales de Mxico tpicamente no vive junta.
C/F Usualmente los domingos la familia pasea en el campo.
C/F La madre usualmente enfoque en los estudios de los nios en la familia.
C/F La madre usualmente apoya su familia econmicamente sin ayuda.
Interpretacin- usa las pistas del contexto para adivinar que es la traduccin al ingls y su
razonamiento (reasoning).

1. Despliega- _______________
Porque__________________________________________________________________
__________________________________________________________
2. Agrcolas- _______________
Porque__________________________________________________________________
__________________________________________________________
3. Lazos- ______________
Porque__________________________________________________________________
__________________________________________________________
4. Indiscutiblemente- ___________________________
Porque__________________________________________________________________
__________________________________________________________
Respuesta CortaQuien puede vivir en una casa mexicana?
_____________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________
Crees que la familia mexicana es similar a la familia americana? Por qu?
_____________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________
Normalmente cmo pasas los domingos? Cmo es similar o distinto que las familias
mexicanas?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________
Rubric:
Score:

Exceeds
Expectations (108)
Literal
Word Recognition Student
Comprehension
recognizes
unknown key
words or phrases
embedded in
familiar contexts
Main Idea
Student identifies
Detection
all of the main
idea(s) of the
intermediatelevel text
Supporting Detail
Student identifies
Detection
most supporting
details
Interpretive
Word Inferences
Student infers
Comprehension
meaning of most
unfamiliar words
in new contexts
Concept Inferences Student infers
and interprets the
authors intent

Meets
Expectations
(7-5)
Student
recognizes key
words or phrases
embedded in
familiar contexts

Does Not Meet

Expectations (41)
Student does not
recognize key
words or phrases
embedded in
familiar contexts

Student identifies
some of the main
idea(s) of the
intermediatelevel text
Student identifies
some supporting
details
Student infers
meaning of some
unfamiliar words
in new contexts
Student infers
and interprets the
gist of the
authors intent

Student does not

identify the main
idea(s) of the
intermediatelevel text
Student identifies
few supporting
details
Student does not
infer meaning of
unfamiliar words
in new contexts
Student does not
infer or interpret
the authors
intent

Resource: Unit Plan, IPA Rubrics, Sadie Barlow,

https://scholar.vt.edu/access/content/user/saydbar/eport/IPARubrics_UnitPlan.pdf
Interpersonal:
Context- Students will have done a similar activity before taking this assessment. They will have
worked in a group of 6 where each student is assigned a family role. They will have read about
their character, and then acted out an argument about whether to move or not.

Procedures- Tell students the day before the assessment to be prepared to speak. Tell them that
they may not use notes, do tell them they will be randomly assigned partners during the day of
the exam. Tell students that their speaking will be similar to an activity done in class. Remind
students to ask their partner for help or clarification if need be, this is a partner activity and
requires teamwork.
InstructionsOral from teacher: You will be given random roles that you will read in a second. These roles
will tell you which family member you are, what you are like, and your opinion. The paper will
also tell you who you will be talking to and what the fight is about. When you both are ready you
can start your role-play. The key is to make sure you talk about your opinion according to the
paper and come to an agreement.
Handout:
Pareja A:
T eres una madre que le gusta pasar tiempo con tu familia y sus nios. Sin embargo, tus nios
estn creciendo y quieres algo para cuidar. Quieres comprar un perro para tener una mascota para
caminar, darle de comer, y hablarle durante el da. Ests enojada L con t pap, o abuelo, porque
l no quiere un perro en la casa. l solamente quiere personas en la casa, no animales.
Pareja B:
T eres el abuelo de la casa. Todos los das paseas por la calle y hablas con tus amigos. Eres un
miembro del club de ajedrez (chess) y te gusta hablar por telfono con tu hermana en Los
Estados Unidos. T hija, o la madre, quiere comprar un perro para cuidar. No quieres un perro
porque no te gusta el olor ni el pelo de los animales. Prefieres que ella no compre un animal para
la casa.

Rubric:

Language Function:
(Language tasks the
student is able to
handle in a consistent,
comfortable,
sustained, and
spontaneous manner)

Text Type: (Quantity

and organization of
language discourse
i.e. continuum, worldphrase-sentenceconnected sentences
paragraph)
Communication
Strategies: (Quality of
engagement and
interactivity and
clarification strategies
used)

Exceeds Expectations
(10-8)
Creates language, able
to express meaning in
a basic way. Student
has looked up many
outside vocabulary
words/terms and has
successfully used
circumlocution with
their partner.
Student uses simple
sentences, some
strings of sentences,
and attempts to use
paragraph length
discourse.

Meets Expectations
(7-5)
Mostly memorized
language with some
attempts to create new
language structures.
Student has looked up
some outside
vocabulary and has
attempted
circumlocution.
Student uses simple
sentences and
memorized phrases.
Student does not
attempt to use
paragraph length
discourse.
Maintains simple
Responds to basic
conversation: asks and direct questions. Asks
answers some basic
a few formulaic
questions. Acts in a
questions. Acts in a
realistic and
somewhat realistic
sometimes reactive
and reactive manner.
manner.

Clarifies by asking
and answering
questions.
Comprehensibility:
Understood well by
(Does it need to be the those accustomed to
teacher or could a
interacting with
native speaker
language learners.
understand the
Understood with some
speaker? How
difficulty to native
independent of the
speakers.
teaching situation is
the conversation?)
Language Control:
Most accurate when

Does Not Meet

Expectations (4-1)
Memorized language
only, familiar
language. Student
does not seem to have
looked up other
vocabulary nor have
they attempted
circumlocution.
Student uses words,
phrases, chunks of
language, and lists.
Student does not
attempt to use simple
sentences.
Responds to a limited
number of formulaic
questions. Primarily
reactive.

Clarifies by
occasionally selecting
a substitute word.
Understood with
occasional difficulty
by those accustomed
to interacting with
language learners.
Understood with
much difficulty to
native speakers.

Clarifies meaning by
repeating and/or using
English.
Understood primarily
by those very
accustomed to
interacting with
language learners.
Barely understood by
native speakers.

Most accurate when

Most accurate with

(Accuracy, form,
appropriate
vocabulary, degree of
fluency)

producing simple
sentences in present
or preterit tenses.
Accuracy decreases as
language becomes
more complex.

using memorized
language, including
phrases. Accuracy
decreases when trying
to express oneself
with present or
preterit tenses.

memorized language
only. Accuracy may
decrease when there is
an increase in
difficulty with
vocabulary or syntax.

Source: Unit Plan, IPA Rubrics, Sadie Barlow,

https://scholar.vt.edu/access/content/user/saydbar/eport/IPARubrics_UnitPlan.pdf
Presentational:
Context- One day in Spanish class students will be shown a Vimeo where a mother is talking
about her family in Mexico and the core family values: https://vimeo.com/9772597
Procedures- Tell students that for their final project they will be creating an IMovie, remind them
of the video that was shown in class. Tell them they can use videos, pictures, voice recordings,
etc. to create their presentations. Pass the hand out to students. Students will be assigned the
presentation on Monday and will need to present by that Friday. On Monday, Tuesday, and
Wednesday students will get the last twenty minutes of class time to work on their projects. On
Thursday they will get half of the class period to finish up their projects and ask any questions
they might still have about the technology or language aspect.
Instructions/HandoutEste semana vas a crear un IMovie sobre su propia familia. Necesitas incluir fotos y una
grabacin de t voz. Si quieres, puedes incorporar un video corto. El IMovie debe durar entre 3 y
5 minutos. Habla sobre t familia, puedes compartir una historia sobre tu familia, quien est en
t familia, o los valores que tiene tu familia. Si necesitas ayuda con el IMovie puedes
preguntarme, tambin vas a entregar un guin a la profesora el mircoles para correcciones. Voy

a repartir los guiones el jueves y vas a hacer revisiones. El viernes todos los estudiantes mirarn
los otros videos en clase.
Ayuda: http://computers.tutsplus.com/tutorials/how-to-create-a-movie-from-start-to-finish-withimovie--mac-59638
Rubric:
Exceeds
Expectations
(10-9)
Language
expands towards
narration and
description that
includes
connectedness,
cohesiveness,
and different
time frames.

Meets
ExpectationsStrong (8-7)
Creates with
language; ability
to express own
meaning
expands in
quantity and
quality.

Meets
ExpectationsWeak (6-5)
Creates own
language, able to
express own
meaning in a
basic way.

Does Not Meet

Expectations
(4-1)
Mostly
memorized
language with
some attempts to
create.

Text Type:
(Quantity and
organization of
language discourse
i.e. continuum,
world-phrasesentenceconnected
sentences
paragraph)

Mostly
connected
sentences and
some paragraph
like discourse.

Strings of
sentences: some
connected
sentence-level
discourse (with
cohesive
devices) some
may be complex
(multi-clause)
sentences.

Simple
sentences and
some strings of
sentences.

Simple sentences
and memorized
phrases.

Impact: (Depth of
presentation and
reaction of
audience)

Provides
continuity to a
presentation.
Makes choices
of a phrase,
image,
music/sound, or
content to
maintain the
attention of the
audience.

Provides
continuity to a
presentation
Begins to make
choices of a
phrase, image,
music/sound, or
content to
maintain the
attention of the
audience.

Provides
continuity to a
presentation.
Begins to make
choices of a
phrase, image,
music/sound or
content to
maintain the
attention of the
audience.

Focuses on
successful task
completion. Uses
visuals or
music/sound to
maintain
audience's
attention and/or
interest as
appropriate to
purpose.

Vocabulary:

Vocabulary

Vocabulary is

Vocabulary is

Vocabulary

Language
Function:
(Language tasks
the student is able
to handle in a
consistent,
comfortable, and
sustained manner)

(Extended use of
familiar and
unfamiliar words)

provides
information and
limited
explanation.

sufficient to
provide
information and
limited
explanation.

sufficient to
provide
information and
limited
explanation.

conveys basic
information.

Comprehensibility:
(Who can
understand this
persons message?
How sympathetic
must the listener
be? Does it need to
be the teacher or
could a native
speaker understand
the speaker? How
independent of the
teaching situation
is the
conversation?)
Language Control:
(Accuracy, Form,
Degree of fluency)

Although there
may be some
confusion about
the message,
generally
understood by
those
unaccustomed to
the speaking/
writing of
language
learners.

Generally
understood by
those
unaccustomed to
the speaking/
writing of
language
learners.

Generally
understood by
those
accustomed to
the speaking/
writing of
language
learner.

Understood with
occasional
straining by
those
accustomed to
the
speaking/writing
of language
learners.

Most accurate
with connected
discourse in
present or past
time. Accuracy
decreases when
narrating and
describing in
time frames
other than
present or past.

Most accurate
with connected
sentence-level
discourse in
present time.
Accuracy
decreases as
language
becomes more
complex.

Most accurate
when producing
simple sentences
in the present
time. Accuracy
decreases as
language
becomes more
complex.

Most accurate
with memorized
language,
including
phrases.
Accuracy
decreases when
creating, when
trying express
own meaning

Topic

Student deeply
reflects on their
family values
and shows
critical thinking
skills by
comparing their
values to
Mexican family
values.

Student shows
reflection of
family values
and introduces
family members
to the class.

Student shows
reflection of
family values
and introduces
family members
to the class.

Student does not

show reflection
of family values.
Student
introduces
different
members of their
family.

Source: Unit Plan, IPA Rubrics, Sadie Barlow,

https://scholar.vt.edu/access/content/user/saydbar/eport/IPARubrics_UnitPlan.pdf