Integrated Performance Assessment French 1: School environment

Submitted by Ann.... Last edit on 10/18/2022 - 14:35.
Unit Profile
Student Level 
High (9-12)
Target Language 
French
Teaching Context 
Traditional
Target Proficiency Level 
Novice
Unit Themes 
School,
Other
Performance Descriptors 
  • Basic factual conversation in highly familiar contexts
  • Answer simple, direct questions
  • Introduce oneself and exchange greetings
  • List, enumerate, identify
  • Use short, memorized phrases
  • Use formulaic expressions
  • Understand basic notices
  • Complete basic forms
Essential Question 
How do school classrooms influence your learning?
Unit Objectives and Standards
Objective 1 (Interpretive) 
Students will be able to understand written texts accompanied by visuals that describe classrooms in the francophone world.
Objective 2 (Interpersonal) 
Students will be able to write a response to an email from a French-speaking pen pal who describes his/her classroom.
Objective 3 (Presentational) 
Students will be able to give an oral presentation describing two very different classrooms in the francophone world.
World-Readiness Standards
Communication 
1.1 Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3 Presentational: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
Cultures 
2.2 Products: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
Connections 
3.2 Diverse perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
Comparisons 
4.2 Cultures: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
Communities 
5.1 School and beyond: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
California Standards
Novice Range
Communication 
1.0 Students use formulaic language (learned words, signs [ASL], and phrases).
1.1 Engage in oral, written, or signed (ASL) conversations.
1.2 Interpret written, spoken, or signed (ASL) language.
1.3 Present to an audience of listeners, readers, or ASL viewers.
1.4 List, name, identify, and enumerate.
1.5 Identify learned words, signs (ASL), and phrases in authentic texts.
Cultures 
1.0 Students use appropriate responses to rehearsed cultural situations.
1.1 Associate products, practices, and perspectives with the target culture.
1.2 Recognize similarities and differences in the target cultures and between students' own cultures.
1.3 Identify cultural borrowings.
Structures 
1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context.
1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context.
1.2 Identify similarities and differences in the orthography, phonology, or ASL parameters of the languages the students know.
Settings 
1.0 Students use language in highly predictable common daily settings.
Common Core Standards
Reading: Key Ideas and Details 
R1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R2. Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas.
Writing: Production and Distribution 
W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Writing: Range of Writing 
W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening: Comprehension and Collaboration 
SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Speaking and Listening: Presentation of Knowledge and Ideas 
SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Language: Conventions of Standard Target language 
L1. Demonstrate command of the conventions of standard target language grammar and usage when writing or speaking.
L2. Demonstrate command of the conventions of standard target language capitalization, punctuation, and spelling when writing.
Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

Students will read and listen to several descriptions of classroom furniture and objects written and sung by classmates from the francophone world. (The descriptions will be accompanied by visuals.) They will answer true/false and multiple choice comprehension questions to evaluate their understanding of the differences and similarities between their own classroom and those of other students.
https://www.youtube.com/watch?v=-aPUc0cimww
https://www.coursfrancaisfacile.com/2019/08/la-description-dun-lieu-ma-c...
https://www.bienenseigner.com/salle-de-classe-amenagement/

Performance Task 2 - Presentational 

Students will describe orally 2 visuals depicting 2 very different classrooms from the francophone world. Using the vocabulary and structures that they have learned in the unit they will describe the 2 classrooms explaining the furniture and objects found in each one.

Performance Task 3 - Interpersonal 

Students will be a able to participate in an email exchange with a pen pal who has described his classroom furniture and objects. The response email will include answers to questions and statements in the pen pal's email.

Final Project Instructions 

In this unit you have learned about how your own classroom is furnished as well as how schools in the francophone world are furnished. Here is what you need to do:

1. Find 2 photos or drawings that depict classrooms from the francophone world.
2. . Using the recording equipment in your language lab or other recording programs such as Audacity, Voice thread, etc, describe the classroom furniture and objects in as much detail as you can.
3. Use correctly the vocabulary you have learned in this unit. Pay close attention to distinguishing between masculine and feminine objects using un and une, Make sure to use the expressions Il y a and Il n’y a pas de to distinguish between the 2 classrooms.
4. You may also need to use the numbers between 1-30 that you have learned.
5. Upload your sound file with the 2 photos to your teacher’s email or your school communication platform.
6. You will be graded on your content, vocabulary, language control, pronunciation and fluency using the attached rubric.

Functions, Structures, Vocabulary and Culture
Functions 

Students list, name, identify, enumerate.
 Students identify learned words, and phrases in authentic texts.
Students reproduce and present a written, or product in a culturally authentic way.

Structures 

Use of Il y a and Il n'y a pas de
Masculine/Feminine nouns using indefinite articles (un, une)
Formation of singular and plural

Vocabulary 

Classroom furniture and objects (un bureau, une chaise, etc.)

Rubrics
Task 1 - Interpretive
Exceeds Expectation - [4] points
Meets Expectation - [3] points
Progressing - [2] points
Does Not Meet Expectation - [1] point
Students will be able to understand written texts accompanied by visuals that describe classrooms in the francophone world.

A/4: Identifies all key words, main ideas, and supporting details of a text.

B/3: Identifies the majority of key words, main ideas, and supporting details of a text but misses some elements.

C/2: Identifies half the key words, some main ideas and only a few supporting details of a text.

D/1: Identifies only a few key words, a few ideas, and no supporting details of a text.

Task 2 - Presentational
Students will be able to understand written texts accompanied by visuals that describe classrooms in the francophone world.

See project rubric below.

 
 
 
Task 3 - Interpersonal
Students will be able to write a response to an email from a French-speaking pen pal who describes his/her classroom.

A/4: Creates with language using simple sentences by combining and recombining known elements. Asks a few appropriate questions. Appropriate written response to content.

B/3: Uses mostly memorized language with some attempts to create sentences. Asks a few formulaic questions. Rather appropriate written response to content.

C/2: Uses memorized language only. Uses words, phrases and chunks of language.
Responds to limited questions but cannot ask questions. Very limited written response to content.

D/1: Has no real functional ability. Uses isolated words and is unable to participate in a written exchange.

Rubric Attachments 
PDF icon Novice presentational speaking rubric.pdf
Other/Additional Rubrics 

Oral presentation rubric
Content
A/4: Logical and effective presentation Well organized
B/3: Generally effective presentation with a few minor problems. Rather well organized.
C/2: Somewhat illogical presentation. Confusing in places and not very well organized.
D/1: Ineffective presentation Very confusing and disorganized.

Vocabulary
A/4: Rich use of vocabulary for this level.
B/3: Adequate and accurate use of vocabulary for this level.
C/2: Somewhat inadequate and inaccurate use of vocabulary.
D/1: Inadequate and/or inaccurate use of vocabulary.

Language control
A/4: Control of basic language structures for this level. Creates with language using simple sentences.
B/3: Emerging control of basic language structures. Uses simple sentences and memorized phrases.
C/2: Emerging use of basic language structures for this level. Uses words, phrases, chances of language.
D/1: Inadequate or inaccurate use of language structures. No ability to use sentences. Uses isolated words.

Pronunciation
A/4: Enhances communication
B/3: Does not interfere with communication
C/2: Occasionally interferes with communication.
D/1: Frequently interferes with communication .

Fluency
A/4: Speech continuous with few pauses or stumbling.
B/3: Some hesitation but manages to continue and complete thoughts.
C/2: Frequently interferes with communication
D/1: Speech halting and uneven with long pauses and incomplete thoughts.