Spanish Ab Initio Written Assignment Criteria For Judging

TRABAJO ESCRITO. ESPAÑOL AB INITIO

Weighting: 20%

Requirements

LengthSourcesCommunication purposes
 

200-350 words

 

2-4 sources in the target language (additional sources in any language are optional

 

Description, comparison and reflection

 

 

The written assignment should take the form of short written responses set out under three separate headings in the target language:

 

A—description (DESCRIPCIÓN), B—comparison (COMPARACIÓN), C—reflection (REFLEXIÓN).

Sección A. DESCRIPCIÓN

A description of the chosen topic in relation to specific aspects of the target culture(s)

Sección B. COMPARACIÓN

A comparison of the differences and/or similarities between the chosen topic in thetarget culture(s) and the student’s culture(s)

Sección C: REFLEXIÓN

A reflection related to the chosen topic. The reflection must include answers to all of the following questions.

-Which aspect of your chosen topic surprised you?

-Why do you think these cultural similarities/differences exist?

-What might a person from the target culture(s) find different about your chosen topic in your culture(s)?

If the word limit is exceeded, the assessment will be based on the first 350 words.

Formal guidelines

The student must submit: a word processed piece of writing the sources in the target language a bibliography in standard format with references to all sources in all languages.

Quotations can be included but will not be part of the overall word count. If used they must be appropriately referenced.

Unacknowledged quotations will be investigated as potential academic misconduct.

Formal requirements
–      The written assignment is word processed in the target language.

–    All extracts from the source material are appropriately referenced.

–      The sources in the target language are included for submission with the assignment.

–   A bibliography in standard format is included with references to all sources in all languages.

Topics

The following is a list of some of the language ab initio topics, with suggestions for a possible written assignment title. This list is not exhaustive. Other titles are possible within a given topic, and topics not listed below are also suitable for the written assignment. It is up to the teacher to judge the suitability of a title within a topic.

    • Personal details, appearance and character

Japanese ab initio: Why do Japanese students wear a school uniform whereas Italian students do not?

Italian ab initio: Why is la passeggiata an important part of daily life in Italy?

Mandarin ab initio: Why are early morning exercises considered essential in China?

French ab initio: The role of women—a French family and an American family

German ab initio: Food and drink festivals in Germany and New Zealand

Malay ab initio: Shopping at the market in Malaysia and Canada

Indonesian ab initio: Young people and part-time employment in Indonesia and Scotland

Russian ab initio: Young people’s attitudes towards alcohol and smoking in Russia and Egypt

Spanish ab initio: How is Easter celebrated in Barcelona compared to my community in Melbourne?

Swahili ab initio: The ideal school day—the secondary school education systems of Kenya and Switzerland

Arabic ab initio: Finding sustainable methods of transport in Jordan and Greece

English ab initio: The greenest way of getting around a capital city—London versus Paris

Assessment

  • has been identified and partially explained.

    3: At least one reason why these cultural differences and similarities exist

    has been identified and fully explained.

    Criterion E: Reflection—question 3

    The reflection must include an answer to the following question: What might a person from the target culture(s) find different about your chosen topic in your culture(s)?

    Marks. Level descriptor

    0: The work does not reach a standard described by the descriptors below

    or the answer is not from the perspective of a person from the target

    language country.

    1: At least one difference has been identified but not developed.

    2: At least one difference has been identified and partially developed in

    answer to the question.

    3: At least one difference has been identified and fully developed in answer

    to the question.

    Criterion F: Language

    If the word limit is exceeded, the assessment will be based on the first 350 words.

    To what extent does the student demonstrate an ability to use the language clearly?

    Marks. Level descriptor

    0: The work does not reach a standard described by the descriptors below.

    1: Language clarity often obscures communication.

    2: Language clarity sometimes obscures communication.

    3: Language is generally clear and does not obscure communication.

    4: Language is mostly clear and communication is clear

    .

    Criterion G: Formal requirements and register

    The formal requirements of the written assignment are as follows.

    1. The written assignment is word processed in the target language.

    2.The sources in the target language are included for submission with the assignment.

3. A bibliography in standard format is included with references to all

sources in all languages.

•Does the student fulfill all formal requirements of the written assignment?

•Does the student show an awareness of the appropriate register for the task?

Marks. Level descriptor

0: The written assignment does not meet all formal requirements and the

register is inappropriate to the task.

1: The written assignment either meets all formal requirements or uses

register appropriate to the task.

2: The written assignment both meets all formal requirements and uses

register appropriate to the task.

 

Aquí tenéis algunos conectores que podéis usar en vuestros textos:

Aquí tenéis un ejemplo de la estructura del texto:

IB Ejemplo de la estructura del trabajo escrito

Fuente: https://mr-rojas-spanish.wikispaces.com/TE%C2%A0Ab+Initio

 

Written assignment: Receptive and productive skills

Criterion A: Description

To what extent does the student succeed in stating relevant factual information about the targetculture(s)?

Marks. Level descriptor

0: The work does not reach a standard described by the descriptors below.

1: At least two pieces of relevant factual information about the target

culture(s) is used in the description.

2: More than two pieces of relevant factual information about the target

culture(s) is used in the description.

Criterion B: Comparison

To what extent does the student succeed in presenting one or more cultural dif

ferences and/or one or more similarities between the chosen cultural topic in the target culture(s) and in the student’s own?

Marks. Level descriptor

0: The work does not reach a standard described by the descriptors below.

1: Cultural differences and/or similarities are rarely presented in a clear and

coherent manner.

2: Cultural differences and/or similarities are sometimes presented in a clear

and coherent manner.

3: Cultural differences and/or similarities are consistently presented in a

clear and coherent manner.

Criterion C: Reflection—question 1

The reflection must include an answer to the following question: Which aspect of your chosen topic surprised you?

Marks. Level descriptor

0: The work does not reach a standard described by the descriptors below or

the work does not relate to the target language country.

1: A relevant aspect of the chosen topic has been identified but not developed.

2: A relevant aspect of the chosen topic has been identified and partially developed in answer to the question.

3: A relevant aspect of the chosen topic has been identified and fully

developed in answer to the question.

Criterion D: Reflection—question 2

The reflection must include an answer to the following question: Why do you think these cultural similarities/differences exist?

Marks. Level descriptor

0: The work does not reach a standard described by the descriptors below.

1: At least one reason why these cultural differences and similarities existhas been identified but not explained.

2: At least one reason why these cultural differences and similarities exist

Syllabus for French Ab Initio

Materials Required:

  1. Binder with dividers strictly for French!
  2. Verb book/ good French dictionary  for use at home
  3. Highlighter
  4. Sketchbook for ongoing Inquiry Notebook project.
  5. Barron’s Mastering French Grammar (Ab Initio 2)
  6. flash drive

ALL WORK WILL BE IN FRENCH- oral and written. You will be expected to make several presentations in French and participate in class discussions in French.

 

Themes to be covered throughout this 2 year course: Individual and Society, Leisure and Work, Urban and Rural Environment

            Topics for each theme:

Individual and society

Leisure and work

Urban and rural environment

Daily routines

Employment

Environmental concerns

Education

Entertainment

Global issues

Food and drink

Holidays

Neighborhood

Personal details, appearance

and character

Media

Physical geography

 

Physical health

Sport

Town and services

Relationships

Technology

Weather

Shopping

Transport

 

 

 

Students will be expected to communicate orally and in writing at an intermediate level, and acquire information through reading, writing, listening and research of authentic documents.

 

 

            Grading will use the IB rubric in order to get comfortable with the system.

The rubric is as follows:

7 Excellent                 A (100)                                   

6 very good                A- (93)

5 good                        B  (89)

4 satisfactory             C  (79)

3 mediocre                 D  (70)

2 weak                        F  (65)

1 very weak                F ( 50)

 

Grading Policies:

Test/quizzes: 50%

Oral Assessments: 20%

Classwork/homework: 20%

Inquiry Notebook: 10%

            Grading is wholistic- in accordance with IB standards. You will be graded according to the IB rubrics, but your quarter grade will be judged on performance and growth.

    Skill building will also be an important aspect of class. We will do daily warm ups for a grade. We will also have quizzes on vocabulary and grammar concepts to fine tune our ability to use French.

 

Assessments will be scored on the following criteria:

 Internal: Productive skills, interactive and receptive skills.

 External: Paper 2- Language, Message and Format

Written Assignment: Description, Comparison, Reflection, Register, Language,                                           Formal requirements.

Rubrics will be handed out today. You must refer to them often.

Assessments:

  Internal

Individual Oral Assessment:

The Individual Oral will take place in late February and counts as 25% of your IB mark. This consists of a 15 minute prep time in which you choose one of two pictures based on the themes taught and talk about it. You will speak for 1-2 minutes, followed by 2-3 minutes of questions/discussion from me about your topic and finally, questions about your written assignment (at least 2) and a general discussion for 4-5 minutes.

 

External Assessments:

 

Written Assignment: Done in March of your senior year and counts as 20% of final mark. It is a 200-300 word essay based on the themes studied. This takes place in class, in an exam setting over 2 class periods, lasting 2 hours. Two to four resources are permitted. The assignment should include: a description of the chosen topic, a comparison of Francophone and American culture, a reflection related to the topic. All must be done in French!!

 

Paper 1 and Paper 2: Given in May. Counts as 50% of final mark.

Paper 1 is text handling with a variety of responses to readings- multiple choice, fill in the correct word, sentence response,etc- and counts for 30%.

 Paper 2 is 2 essays- one is 80 words and the other is 150 words. It counts as 25% of the final mark.

 

Useful Websites:

www.francophonie.org

www.momes.net

www.paroles.net

www.tv5.com

www.bonjourdefrance.com/

www.netmusik.com

www.repertoiredesartistesquebecois.org/

http://www.okapi-jebouquine.com/okapi/okapi.jsp

http://www.archambault.ca/store/default.asp

http://globegate.utm.edu/french/topics/newspapers.html

http://www.fnac.com/

http://www.lefrancais.com/Francophonie/

http://www.francevision.com/

http://globegate.utm.edu/french/globegate_mirror/music.html

http://www.zof.ca/zof/sites/section.cfm?id=17

http://www.uni.edu/becker/french31.html (this site is so packed full of info, you could spend hours here)

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