Integrated Performance Assessment French 3: Travel and vacation

Submitted by Ann.... Last edit on 10/25/2017 - 15:29.
Unit Profile
Student Level 
High (9-12)
Target Language 
French
Teaching Context 
Traditional
Target Proficiency Level 
Intermediate
Unit Themes 
Nature and climate,
Leisure-time and cultural activities,
Travel and transportation
Performance Descriptors 
  • Simple exchange of information on familiar matters
  • Speak and write in sentences in present time
  • Ask simple questions to obtain information
  • Handle a straightforward survival situation
  • Express simple opinions and explanations
  • Write simple letters or notes on familiar matters
  • Understand straightforward, familiar information
Essential Question 
How does travel broaden your perspective?
Unit Objectives and Standards
Objective 1 (Interpretive) 
Students will be able to analyze and interpret authentic audio and written texts describing travel experiences in a francophone country
Objective 2 (Interpersonal) 
Students will be able to participate in role plays where issues arise when traveling.
Objective 3 (Presentational) 
Students will be able to produce a travel-related video.
Objective 4 (Presentational) 
Students will be able to reflect in writing upon a travel experience
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 
2.1 Practices: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
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 
3.1 Other disciplines: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
3.2 Diverse perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
Comparisons 
4.1 Languages: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
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.
5.2 Lifelong learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
California Standards
Intermediate Range
Communication 
2.0 Students use created language (sentences and strings of sentences).
2.1 Engage in oral, written, or signed (ASL) conversations.
2.2 Interpret written, spoken, or signed (ASL) language.
2.3 Present to an audience of listeners, readers, or ASL viewers.
2.4 Initiate, participate in, and close a conversation; ask and answer questions.
2.5 Demonstrate understanding of the general meaning, key ideas, and some details in authentic texts.
2.6 Produce and present a simple written, oral, or signed (ASL) product in a culturally authentic way.
Cultures 
2.0 Students choose an appropriate response to a variety of situations.
2.1 Demonstrate understanding of the roles that products, practices, and perspectives play in the culture.
2.2 State similarities and differences in the target cultures and between students' own cultures.
2.3 State reasons for cultural borrowings.
Structures 
2.0 Students use sentence-level elements (morphology or syntax or both) to understand concrete and factual topics.
2.1 Use sentence-level elements (morphology or syntax or both) to produce informal communications.
2.2 Identify similarities and differences in the sentence-level elements (morphology or syntax or both) of the languages the students know.
Settings 
2.0 Students use language in interpersonal settings.
2.1 Participate in age-appropriate cultural or language-use opportunities outside the classroom.
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.
Reading: Craft and Structure 
R6. Assess how point of view or purpose shapes the content and style of a text.
Reading: Integration of Knowledge and Ideas 
R7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
R9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Reading: Range of Reading and Text Complexity 
R10. Read and comprehend complex literary and informational texts independently and proficiently.
Writing: Text Types and Purposes 
W2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Writing: Production and Distribution 
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: Research and Present Knowledge 
W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
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.
SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
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.
SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of the formal target language when indicated or appropriate.
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.
Language: Knowledge of Language 
L3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Language: Vocabulary Acquisition and Use 
L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L6. Acquire and use accurately a range of general academic and domain specific words and phrases for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge.
Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

1. Students will analyze an online article on ecotourism in Guadeloupe. After reading the content and watching the video included in the website students will write a short commentary in their journals in which they describe what there is to see and visit in Guadeloupe and what attracts tourists to see the island through ecotourism.
http://www.guadeloupe-ecotourisme.fr/
2. Students will weigh the arguments of a an online blog explaining the advantages of taking a travel vacation. Their comprehension will be assessed through the completion of a graphic in which they list the 4 advantages of travel and whether or not they agree or disagree. They will make a final comment on how to finance travel.
https://www.mosalingua.com/blog/2012/12/12/pourquoi-voyager-les-avantage...

3. Students will compare 3 video ads on Youtube for travel to various parts of the world. They will be asked to fill in a chart in which they answer questions related to the content of the ad, the intended audience, and the effectiveness of the ad. Suggested Youtube sites:
https://www.youtube.com/watch?v=Va5_k33aL9g
https://www.youtube.com/watch?v=qKLBhAUxXTM
https://www.youtube.com/watch?v=2JsN4dzeMF4

Performance Task 2 - Presentational 

1. Students will create a commercial for travel to a place in the francophone world.
2. Students will produce an article for an on line travel magazine recommending a particular travel location.

Performance Task 3 - Interpersonal 

Students will participate in several travel-related role plays in which Student A and Student B work through a situation with a complication and come up with a solution.
Examples: (1) Student A arrives at a hotel in Paris having reserved a room. Student B works at the hotel and claims there is no reservation. (2) Student A arrives at a train station wanting to go from Paris to Nice. Student B works at the ticket window and informs that many of the trains are booked. (3) Student A is in the metro in Montreal and is trying to decide whether or not to by a single ticket, day, pass or weekly pass. Student B works at the ticket counter and tries to make suggestions to the undecided customer.

Final Project Instructions 

1. In this unit you have been studying travel within the francophone world. Your group will be assigned to one of six francophone regions: France, Belgium, Quebec, Morocco, Martinique, Sénégal. Within your group you will create a short video in which you publicize travel to this region Your video should be approximately 2 minutes in length and include members of your group explaining the great things to see and do in this region. Try to persuade your audience to come to this place. Use whatever props and music in the background to make your video interesting,
2. You have been studying different types of travel and sites to visit. Imagine now that you are a journalist who works for an online travel magazine. You have just visited a fantastic place somewhere in the world and want to share your experiences with a French-speaking audience. Your article will be entitled "36 hours à... (naming your place). In your article, include a picture from this place, describe when you visited, what you did during the 36 hours of your visit, tourist sites you visited, activities, and other interesting things. you did. Use the passé composé and imparfait to describe your experiences. For ideas check the following website: http://www.synbud.com/trips/36-heures-a-paris-seulement.
See rubrics below,

Functions, Structures, Vocabulary and Culture
Functions 

Students initiate, participate in, and close a conversation, ask and answer questions.
Students demonstrate understanding of the general meaning, key ideas, and some details in authentic texts. Students produce and present a simple written and oral product in a culturally authentic way.

Structures 

Passé composé and imparfait tenses for reflection on past experiences.

Vocabulary 

Vocabulary of travel, modes of transportation, and geography of francophone world.

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 analyze and interpret authentic audio and written texts describing travel experiences in a francophone country

A/4: Identifies all key words, main ideas and supporting details of a text. Infers accurately the meaning of
unfamiliar words and phrases in the text.

B/3: Identifies the majority of key words, main ideas, and supporting details of a text, but misses some
elements. Infers somewhat accurately the meaning of unfamiliar words and phrases in the text.

C/2: Identifies half the key words, some main ideas, and only a few supporting details of a text. Infers
meaning of unfamiliar words and phrases in the text but with many inaccuracies.

D/1: Identifies only a few key words,, a few ideas, and no supporting details of a text. Inferences of
meaning of unfamiliar words and phrases are largely inaccurate or lacking.

Task 2 - Presentational
Students will be able to produce a travel-related video.

See rubric below.

 
 
 
Students will be able to reflect in writing upon a travel experience

See rubric below.

 
 
 
Task 3 - Interpersonal
Students will be able to participate in role plays where issues arise when traveling.

A/4: Communicates with ease in uncomplicated tasks and social situations. Narrates and describes in all major time frames although not consistently. Uses mostly connected sentences with some paragraph-like discourse.

B/3: Creates with language by combining known elements in a variety of uncomplicated and social situations. Uses some tenses in narration and description although accuracy is sporadic. Uses strings of sentences that are sometimes connected.

C/2: Creates with language by combining known elements in a very basic way within the context of very uncomplicated social situations. Use of tenses is very uncertain. Uses only simple sentences and a few strings of sentences.

D/1: Has no read functional ability. Uses simple sentences and memorized phrases. Unable to communicate in straightforward social situations.

Other/Additional Rubrics 

Video project rubric:
Content:
A/4: Superior completion of task. Ideas well developed and organized Content appropriate.
B/3: Completion of task. Ideas adequately developed. Content appropriate.
C/2: Partial completion of task. Ideas underdeveloped. Content mostly appropriate.
D/1: Minimal completion of task. Content frequently inappropriate.

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

Language control:
A/4: Control of basic language structures. Uses mostly connected sentences and some paragraph-like discourse.
B/3: Emerging control of basic language structures. Uses strings of sentences with some complex sentences.
C/2: Emerging use of basic language structures. Uses simple sentences and some strings of sentences.
D/1: Inadequate and/or inaccurate use of basic language structures. Uses some simple sentences and memorized phrases.

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: Rich vocabulary for this level.
B/3: Some hesitation but manages to continue and complete thoughts.
C/2: Speech choppy and/or slow with frequent pauses a few incomplete thoughts.
D/1: Speech halting and uneven with long pauses and incomplete thoughts.
Magazine article rubric:

Content:
A/4: Superior completion of task. Ideas well developed and organized Content appropriate.
B/3: Completion of task. Ideas adequately developed. Content appropriate.
C/2: Partial completion of task. Ideas underdeveloped. Content mostly appropriate.
D/1: Minimal completion of task. Content frequently inappropriate.

Vocabulary:
A/4: Rich use of vocabulary and extensive range.
B/3: Adequate and accurate use of vocabulary at this level.
C/2: Somewhat inadequate and/or inaccurate use of vocabulary. Very basic for this level.
D/1: Inadequate and/or inaccurate use of vocabulary. Limited knowledge.

Language Control:
A/4: Control of basic language structures.
B/3: Emerging control of basic language structures.
C/2: Emerging use of basic language structures.
D1: Inadequate or inaccurate use of basic language structures.

Mechanics:
A/4: Few or no errors in spelling, use of diacritical marks, punctuation and capitalization.
B/3: Mostly accurate spelling, use of diacritical marks, punctuation and capitalization.
C/2: Somewhat Inaccurate spelling, use of diacritical marks, punctuation and capitalization.
D/1: Inaccurate spelling use of diacritical marks, punctuation, and capitalization.