se busca - Maple Heights City Schools

A
C
S
U
SE B ll Reigle
lice
by: A
ik
Kosn
& Ji
ag
an
• m
r: K
dito
ing e
n
easo
Gl
atie
t
jec
o
r
P
his ent
t
for h stud
d
de for eac from
e
e
N oard tures
s
e
i
l
p oster b cut pic o share , grading
p
u
S /2 p
to
rs t heet
ic,
rubr
• 1 gazines marke ject s udent
t
o
a
• m cils and the pr each s
n
• pe opy of up for
c
w
• a
follo
d
an
©2009 Teacher’s Discovery, Inc. a division of American Eagle Co. Inc. These materials are protected by copyright law. For each purchased copy
of this work, a limited license is granted to one teacher for use with that teacher’s class in the classroom or for students to use at home.
ag
man
•
e
igl
ll Re
i
J
ik &
n
s
o
lice K
A
:
y
b
A
C
S
U
B
E
S
r: K
dito
ing e
n
easo
Gl
atie
©2009 Teacher’s Discovery, Inc. a division of American Eagle Co. Inc. These materials are protected by copyright law. For each purchased copy
of this work, a limited license is granted to one teacher for use with that teacher’s class in the classroom or for students to use at home.
!
D
N
O
Y
E
. AND B
Projects are an authentic assessment of language skills in which students use recently learned
vocabulary and/or grammatical structures in an almost real world situation. They are nonintimidating, enjoyable, and use multiple intelligences.
Projects... will give directions for each project. Grading rubrics are provided for all projects.
... and beyond! refers to follow-up activities. Traditionally, students do projects, the teacher grades
them, and the projects may be displayed in the classroom. We don’t think projects should end there!
Projects can serve as a catalyst for many activities which enhance the students’ speaking and listening
skills. A side benefit is that, when students know other students will study their project, they are also
more motivated to get it done on time and to do it well!
Like this one? Try another!
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Imaginary City
Preposition People
Product Advertisement
A Day in the Life Book
Imaginary Family
House for Sale
Postcard
Marvelous Me
My Memories
Wanted Poster
Imaginary Animal
Recipe
Invitation
Baseball/Sports Card
Negative International Street Sign
©2009 Teacher’s Discovery, Inc.
How often do you do projects?
Assign one project with each topic you are teaching, some topics will not lend themselves to a project.
How long does a project take?
Projects vary considerably in time needed. Some are a quick homework assignment or can be done
in half of a class period. Others might require a couple of days in class and a few
days to finish at home. Most projects are begun in class so that the teacher can
guide student work.
PROJECTS... AND BEYOND!
by Alice Kosnik & Jill Reigle
.
.
S
T
C
E
J
PRO
!
D
N
O
Y
E
. AND B
How are projects graded?
We always give a grading rubric along with the directions for a project. The rubric:
• tells the students exactly what is expected of them.
• helps both students and teachers focus on specific language skills.
• makes it possible for the teacher to grade accurately, fairly, and easily (and not be
“snowed” by incredibly creative or artistic work without equally excellent language).
• helps students (and parents) understand how assessments are graded and to feel that the
grading is fair.
It is important that each student know exactly what errors there may be in their project. However,
we do all grading/correcting on a separate rubric sheet, not on the actual project. Since projects are
usually on display, no one is embarrassed by excessive red marks on his/her project. When students
look at projects on display, we find that they focus on their classmates’ creativity and artistic skill, not
their language use and don’t learn “bad habits” from other’s projects.
©2009 Teacher’s Discovery, Inc.
How do I find the time to do and grade projects?
Projects are an authentic and enjoyable way in which to use new vocabulary and structures. They
can replace much traditional workbook/worksheet practice. A rubric makes grading a set of projects
easier and faster than a set of exams!
PROJECTS... AND BEYOND!
by Alice Kosnik & Jill Reigle
.
.
S
T
C
E
J
PRO
by Alice Kosnik & Jill Reigle
A
C
S
U
B
SE
ng
clothi
d
n
a
ptive
for a
descri ted poster
e
s
u
n
To
e a wa
tive:
Objec ary to mak
ul
vocab al.”
in
“crim
________
_
_
_
_
_
_
_
_
________
_
_
_
_
:
e
_______
Nombr
_
_
_
_
_
_
_
__
________
_
_
_
_
_
_
_
_______
_
_
Fecha: _
_
_
_
_
_
__
________
_
_
_
_
_
_
_
_
Clase: __
Decide on a “criminal” and a “crime.” Choose if the “criminal” is a real person (family member,
famous athlete, movie star, singer, teacher at our school, politician, etc.) or an imaginary person (Big
Bird, Homer Simpson, etc.) The “crime” is something the person really does, or can be a totally
invented “crime.” The funnier the better!
1. Write Se busca at the top of your poster.
3. Write the word “delito” and the nature of the crime. For example:
Delito: No cocina bien. (a student’s parent)
Delito: Da demasiada tarea. (a teacher)
Delito: No come legumbres ni frutas. (Cookie Monster)
Delito: Dice muchas cosas estúpidas. (a famous person)
4. Write the word “descripción” and a physical and personality description of the
person. Include at least four sentences in your description. For example:
El Sr. Jones es alto y moreno. Tiene los ojos verdes. No es gordo, pero no es delgado. Es bastante
antipático y es muy serio.
©2009 Teacher’s Discovery, Inc.
5. Write at least four sentences describing what the
criminal was wearing when last seen. For example:
El Sr. Jones lleva pantalones negros, camisa
amarilla y una corbata amarilla y roja. La corbata
es muy fea. Lleva zapatos y calcetines negros, y
también un suéter rojo.
6. Write “recompensa” and the reward you are offering
for capturing your criminal.
Recompensa: Cinco centavos.
Recompensa: Todo el año sin tarea.
SE BUSCA
2. Place a photograph or drawing of your “criminal” beneath Se busca.
Nombre ___________________________________________ Fecha _______________________
1. “Wanted” (1) _____
2. Photo/drawing of criminal (3) _____
3. Crime and sentence (2) _____
4. Four sentences of physical/personality description (8 total) _____
Sentence 1 (2) _____ Sentence 2 (2) _____
Sentence 3 (2) _____ Sentence 4 (2) _____
5. Four sentences describing clothing (8 total) _____
Sentence 1 (2) _____ Sentence 2 (2) _____
Sentence 3 (2) _____ Sentence 4 (2) _____
6. Reward (3) _____
7. Neatness/creativity (5) _____
4-5 Very creative, neat presentation, no pencil
3 Somewhat creative, neat presentation, no pencil
2 Average creativity and/or messy presentation (pencil, scratch-outs)
0-1 Below average creativity and/or very messy presentation
©2009 Teacher’s Discovery, Inc.
Total (30 possible) __________
27-30 A
24-26 B
21-23 C
18-20 D
Grading Rubric: Se busca
by Alice Kosnik & Jill Reigle
ca
s
u
b
e
S
:
c
i
r
b
u
R
g
n
i
d
a
r
G
FOLLOW-UP
The “scavenger hunt” activity will work well with this project.
Write a specific statement in the target language about each student’s project as you grade it and
follow the directions given for the “scavenger hunt.”
Some sample statements in English for this project are:
1. The criminal is tall, old, and has brown hair.
2. The criminal gives too much homework.
3. The reward for this criminal is $2,000,000.
A quicker variation of the “scavenger hunt” would be to simply list the crimes of all the projects.
The students will need to just list the “criminal” that goes with each crime.
©2009 Teacher’s Discovery, Inc.
This project can easily be adapted to more advanced levels. Use an historical or literary figure as the
criminal. Advanced students could write longer paragraphs with authentic information about the
“criminal’s” appearance and actions. More advanced vocabulary and verb tenses would also be used.
Follow-up: Se busca
by Alice Kosnik & Jill Reigle
a
c
s
u
b
e
S
:
p
u
w
Follo
©2009 Teacher’s Discovery, Inc.
Collect the projects on the due date. As you grade them, write a specific statement about each
project. Type and duplicate the statements for each student in the class. On the day you do this
activity, randomly place the projects on desks and tell the students that they will be hunting for the
project that contains one of the statements on their sheet. When they find the project that has a
specific statement, they write the name of the student who did the project next to the statement.
To make this hunt easier for large classes, it is advisable to divide the class in half and give each
group only half of the posters and half of the statements to work with at any one time. After a
period of time, the activity can end or the two groups could switch places to continue.
Scavenger Hunt
by Alice Kosnik & Jill Reigle
t
n
u
H
r
e
Scaveng