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Standards-Based Performance Assessment Inventory
Language: Spanish Level: 7th grade IA
Theme/Important Question: Deportes Rico: Learning Language through the Culture of Favorite Sports
GOALS/OBJECTIVES: What should students know and be able to do by the end of the unit?
1. Language Goal: Students will be able to make comparisons/indicate preferences about favorite sports
2. Language Goal: Students will be able to discuss playing sports and the equipment necessary
3. Language Goal: Students will be able to differentiate between knowing a fact about a sports player and actually knowing the player
4. Culture Goal: Students will be able to compare the popularity of baseball in Puerto Rico to a sport of choice in the USA
5. Learning Strategy: Students will be able to organize comparison information in a Venn Diagram
How will students demonstrate what they know and can do?
Communication
Performance
Assessment
(Note: The performance
assessment tasks are
integrated throughout the
instructional unit;
they are not meant to be
given as a whole at the
end of the unit.)
Cultures
(Products –
Practices –
Perspectives)
Connections
(to and from other
subjects)
Comparisons
(language and
culture)
Select one: Interpersonal task
Interpretive task
Presentational task
Students will listen to an audio clip about
Roberto Clemente in Spanish. The first time
through they will list vocabulary they
recognize. The next three times they will fill
in blanks with vocabulary we have learned
that they hear in the clip. Then they will
answer 5 comprehension questions about
what they heard.
www.robertoclemente.si.edu/spanish/podcas
t/1 - Introduccion.mp3
Interpretive task
Presentational task
Students will read a brochure on the life of
Roberto Clemente and using prior knowledge
take notes on all they have learned. They will
be split into two groups. One half will pretend
to be Roberto Clemente and the other will
interview him.
Interpretive task
Presentational task
Students will compare baseball in Latin
America to their favorite sport in the
United States. They will organize their
thoughts in a Venn diagram in poster
format. They will present this poster to
the class sharing their favorite thoughts.
http://www.sites.si.edu/exhibitions/robertoClem
enteBrochure.pdf
Practices – the popularity of baseball in Puerto Rico
Perspective – the importance of Roberto Clemente to the Puerto Rican people
Practices – the use of baseball schools in the Caribbean to train students for MLB
Physical Education – the game of baseball, positions, terms for plays
Communication – giving a speech using an aid
Social Studies – Puerto Rico’s location and important sports/figures in their country
Social Studies – Puerto Rico is a commonwealth of USA/statehood?
Language – fútbol/fútbol Americano
Culture – béisbol in Puerto Rico/ fútbol americano in the USA
Language – nickname in Cuba is pelota (like the baseball) instead of béisbol
Dlclementi 3/27/09 CPS
Communities
(beyond the
classroom;
lifelong learning)
Beyond the Classroom: Displaying the posters outside the classroom.
Lifelong Learning: the importance of what Roberto Clemente did for the Puerto Rican people; what it’s like for a small country
What do students need in order to successfully complete the performance assessment?
Language Functions
o Expressing
likes/dislikes/
preferences
o
Comparing/
contrasting
Structures/Patterns
o Gustar
o Stem-changing
verbs
o
Comparison
words
Essential Vocabulary
o Gustar
o Preferir
o Cerrar
o Empezar
o Entender
o Merendar
o Pensar
o Perder
o Jugar
o Querer
o
o
o
o
o
o
o
o
o
o
Más de
Más que…
Mayor
Mejor
Menor
Menos de
Menos…que
Peor
Tan…como
Tanto como
o
Expressing
what you know
o
Saber v. conocer
o
o
Saber
conocer
o
Describing
Sports
o
Sports/Equip/
Location
o
o
o
o
o
el equipo
el gol
ganar
el partido
andar en
Key Activities
o Introduction to
Unit through
videoele
o Vocabulary
practice
o Read article
from textbook
o Research
current latino
baseball
players
o Song on stem
changing verbs
o Flip cards on
saber v.
conocer
o Meet Latino
baseball
players
o Comparison of
schools here
and baseball
academies in
Latin America
o Vocab./
grammar
quizzes
o
o
o
o
o
o
Materials/Resources
Info on Roberto Clemente
o Robertoclemente.si.edu
Sports Video
o Videoele.com
Rubric for interpersonal
o https://resources
fromgreg.wikispaces.
com/file/view/JCPS +
Rubric+Color.pdf
Rubric for presentational
o http://tsdwlstandards.
wikispaces.com/TSD+
new+district+rubrics
Example of baseball academy
o http://www.probaseball
hs.org/index.htm
¡En Español! 1
o McDougal Littell
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
patineta
el baloncesto
el beisbol
esquiar
el fútbol
el tenis
el voleibol
el bate
la bola
el casco
la gorra
la pelota
el campo
la cancha
el estadio
la piscina
el lanzador
el receptor
el base
el jardín
el cuadro
How will students be evaluated on their performance?
PERFORMANCE TASK ONE
MODE:
Interpersonal
Interpretive
Presentational
TASK DESCRIPTION: Students will be prepped ahead of time with vocabulary necessary to complete this activity. They will watch an
introductory video on Roberto Clemente and be introduced to his importance to Puerto Rico. They will listen to an audio clip in Spanish
about Roberto Clemente and make a list of vocabulary they recognize. Then they will be given a transcript of the audio file and fill in blanks
while listening. They will be allowed to listen 3 times. Following this they will answer 5 comprehension questions about the audio clip.
WHAT COUNTS?
• Recognizing the vocabulary and filling it in the appropriate place.
•
Understanding the comprehension questions and being able to answer them in complete sentences.
•
Seeing the importance of Roberto Clemente to the Puerto Rican people and what he accomplished.
HOW WILL YOU EVALUATE THE PERFORMANCE?
Scoring guide
Rubric
SCORING GUIDE EXPLANATION: The sheet will be scored as follows: 1 point for each fill in the blank and 3 points for each complete
answer to the comprehension questions. Total possible points: 25
RUBRIC
Non-negotiables
Criteria
Roberto Clemente Audio Clip Worksheet
LUIS CLEMENTE:
“Antes de empezar el primer __________ de aquella Serie Mundial, ellos eran los que menos
posibilidades tenían, él… reunió a la prensa y dijo: ‘Ahora ustedes están obligados, van a ver quién es
Roberto Clemente. El mundo va a _________ quién es Roberto Clemente’.
MANNY SANGUILLEN:
“Él quería dejarle __________ al mundo entero que nosotros los latinos éramos grandes peloteros. En
esos tiempos creían que nosotros no éramos nada.”
DAVID MARANISS:
“Él… se volteó hacia sus compañeros de equipo y les dijo: ‘ Móntense en mis hombros que yo los llevo’. Y
así lo hizo. Su participación en la Serie Mundial fue increíble, bateó .414, (y) también fue un excelente
jardinero en cada uno de los juegos.”
VERA CLEMENTE:
“Él logró lo que quería… porque él lo sabía, siempre estaba pensando… siempre estaba diciendo que iba
a morir joven.”
NARRATOR:
Si uno le pregunta hoy en día a cualquier pelotero puertorriqueño, dominicano, venezolano o de cualquier
otro país latinoamericano de una de las Grandes Ligas, quiénes eran sus héroes de la infancia,
inevitablemente oiremos este nombre. Roberto Clemente.
Dicho simplemente, Roberto Clemente sabía ___________. Desde finales de la década de los 50 hasta
comienzos de la década de los 70, Clemente deslumbró al _________. Pero fue mucho más que un gran
jugador. También fue un gran ________, un ser humanitario que nunca olvidó su origen. Ningún otro
momento en su vida definió esto _________ que en 1971, cuando él y sus Piratas de Pittsburgh ganaron
la Serie Mundial. Cuando fue coronado como el Jugador más Valioso de la liga, Clemente se encontró
ante una expectante multitud de fotógrafos y periodistas.
NARRATOR:
Luis, el hijo de Clemente:
LUIS CLEMENTE:
“Él dijo: ‘Antes de decir algo en inglés, me gustaría decir unas palabras en español para mis ___________
en Puerto Rico’. Y fue entonces cuando dijo las famosas palabras: ‘En el mejor día de mi vida… les
envío mi bendición a los niños, y a mí… me gustaría recibir la bendición de mis padres en __________'.”
NARRATOR:
En Puerto Rico es una tradición pedir la bendición de los padres.
David Maraniss, biógrafo de Clemente:
DAVID MARANISS:
“Ese momento, cuando habló en español en el punto clave de toda su carrera, tuvo un profundo efecto
en… todo el mundo de habla hispana. Eso demostró lo orgulloso que se sentía de ser quien era y de sus
orígenes… incluso hoy puedo hablar con personas que me cuentan que sus padres estaban
escuchándolo por la radio en Mayagüez o en San Juan y que se echaron a llorar.”
NARRATOR:
Ésta es la historia de Roberto Clemente… un hombre humilde que usó su inmenso talento para hacer del
mundo un lugar ______________ que el que él conoció.
PREGUNTAS: Contesta en oraciones completas.15 puntos
1. ¿Cómo se llama el hombre? __________________________________
2. ¿Qué deporte juega? ________________________________________
3. Antes de hablar inglés, él habla en el ___________________________
4. Él dice gracias a sus ________________________________________
5. Él y su familia son de ________________________________________
DESCRIPTION OF ACTIVITIES THAT WILL HELP PREPARE STUDENTS FOR THE PERFORMANCE TASK
ACTIVITY AND PURPOSE
Introduction to unit with a video giving an
overview of sports.
http://www.videoele.com/A1_Hacer_deporte.html
Introduction to more essential vocabulary for this
unit of study.
We will read an article on baseball from the
textbook to continue vocabulary practice and
introduce them to the idea of the importance of
baseball in Latin America and some well-known
players.
DESCRIPTION
I will introduce the idea of sports to them. We will watch this video and I will ask
them to listen for words they know or sports they figure out by watching the images.
We will watch through a second time and I will ask them to listen for the same
things, but attempt to write them down this time. We will share ideas. Then we will
do some interactive learning activities tied with the video on the website such as
labeling an image with the name of the sport. This will be done as a class. Then
the students will be given a piece of paper with images and a word bank and be
responsible for labeling the images on their own. We will discuss in class the
answers.
Students will be given a list of essential vocabulary for this unit and required to
make flashcards as an assignment. We will then listen to En Contexto from their
textbook, which introduces many of the terms within picture context. Then will
follow along as a native speaker reads. They will read in pairs aloud to use the
words in context and pictures to understand the meaning. We will discuss as a
class while I ask prompting questions. Then they will write answers to “preguntas
personales” from the textbook using the vocabulary.
Students will read through on their own “Béisbol: el pasatiempo nacional” for
understanding. We will then read it through together, stopping as I check for
comprehension and to point out important vocabulary terms. Then I will pose some
deeper thought questions for a Think-Pair-Share activity in Spanish. Why do Latin
Americans come here to play major and minor league baseballs? Why is this a big
thing for them? Why do they come here to the US from other countries?
PERFORMANCE TASK TWO
MODE:
Interpersonal
Interpretive
Presentational
TASK DESCRIPTION: Students will be given a brochure on the life of Roberto Clemente in Spanish. They will first read it through
individually underlining words they know. We will read it through as a class. I will ask prompting questions. They will prep notes from
everything we have learned about Roberto Clemente and prepare to either be him or interview him. The day of the assessment they will be
split into two groups. One group will be Roberto Clemente. The other group will be the interviewers. They will need to have a 45 second
spontaneous conversation. They will not discover their roles until the day of the assessment.
WHAT COUNTS?
• Being able to pose questions appropriate for the situation.
•
Being able to give information about Roberto Clemente in their own words.
•
Understanding/having factual information about the life of Roberto Clemente.
Scoring guide
Rubric
SCORING GUIDE EXPLANATION:
RUBRIC
•
•
•
•
Non-negotiables
Time length will be 45 seconds
They will discuss relevant information about Roberto
Clemente
They will speak in Spanish only
They will be equal participants
•
•
•
•
Criteria
Use of vocabulary & major errors
Structure/set-up and use of words
Do they understand their partner?
Do I understand him/her?
I would use the rubric below taken from Jefferson County Public Schools, but I would cap it at Intermediate Low for my beginner
students.
Students will research Latino baseball players
currently on baseball teams around the country to
relate this issue to current day life.
Song & worksheet on stem-changing verbs to
practice and understand the process of stemchanging verbs.
Flip cards to practice choosing between saber
and conocer.
DESCRIPTION
Students will be split into pairs and assigned a team from the MLB. They will then
be required to research that team and bring back to the class 4 members from
Central or South America. They will need to share the player’s name, age/birthdate,
home country, and current MLB team. They will each share two players with the
class.
I will introduce the concept of stem changing verbs and a list of common ones
needed for this chapter. We will listen to the “Zapato Rap” song. They will listen
through one time. The second time they will receive a worksheet to fill in the blanks
with the forms of the verbs the song sings.
https://www.youtube.com/watch?v=uw6o7EIc9rw
Prior to this activity we will have discussed the verbs saber & conocer and their
irregular yo forms and charts. Each student will receive a popsicle stick with a twocolored notecard. Blue will be on one side and green on the other. Blue =
CONOCER and green = SABER. I will read sentences using the word KNOW and
they need to show me the side that corresponds with the sentence. I can do a
visual check of their cards to see who understands and who is struggling.
PERFORMANCE TASK THREE
MODE:
Interpersonal
Interpretive
Presentational
TASK DESCRIPTION: Students will take all their knowledge on baseball in Latin America and compare it to their favorite sport here in the
United States. They will use essential vocabulary from the chapter such as comparison and sports words. They will organize their
thoughts in a Venn diagram discussing the differences and similarities. They will put this together in a poster form with pictures either
drawn or found from the Internet or magazines. They will present this poster to the class discussing their favorite points.
WHAT COUNTS?
• Using the appropriate vocabulary and language structure to create comparisons between baseball in Puerto Rico and their
favorite sport in the US.
•
Ability to organize their thoughts in the form of a Venn Diagram.
•
Presenting and communicating their poster and ideas to the class.
Scoring guide
Rubric
SCORING GUIDE EXPLANATION:
RUBRIC
•
•
•
Non-negotiables
Creation of neat, organized poster with a Venn diagram
including a good use of space and 2 pictures
Presentation to the class in the target language
Write a minimum of 10 sentences
o 2 in each category (distribute the rest as chosen)
•
•
•
Criteria
Speaking/writing are understandable
Use of proper vocabulary, spelling and grammar structures
Information placed where it makes sense in the diagram
I would use the rubric below taken from TSD WL Rubrics.
Meet with Latin American baseball players as an
insight to the importance of baseball in their
country. We’ll discuss their backgrounds and
current careers.
Comparison of baseball schools in Caribbean
and schools here.
http://www.probaseballhs.org/index.htm
We will practice vocabulary through writing and
speaking to further solidify the terms.
DESCRIPTION
There is a parent in my school who works with players of the Timber Rattlers (farm
league of the Milwaukee Brewers) from Latin America on their English fluency. She
will bring them in to meet the class. Prior to the meeting students will prepare
questions for the players in Spanish. They will get the class period to ask their
questions and gain an insight to the lives of actual Latino baseball players in our
community.
We will discuss the great importance of baseball in Latin America that leads to the
baseball academies they have for students – pros and cons. Then we will discuss
the various forms of schools in the US. They will brainstorm with a partner the
differences and as a team become responsible for writing 5 sentences to share with
the class. This will be done in Spanish to practice the structure for comparisons.
I will give them a word in Spanish on the board and they will be responsible for
writing it as many times as possible in 30 seconds to work on spelling. Then they
will split into pairs and take turns describing sports in Spanish to their partner using
equipment and location vocabulary, along with past vocabulary. The partner has to
guess in Spanish the sport they are describing. Then they will switch.

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