rubric gallery

Students will write about a service trip they took to Chile. They will use the information in the book on p.100 and p.103 to pretend they were one of the students on the trip. 1. Students will write about the time at the airport in Madrid and the trip around Santiago. 2. Students will talk about the city of Valdivia and share perspectives of the people affected by the earthquake/tsunami. 3. Students will suggest that others attend a similar trip and explain the benefits/what they learned.

Students will speak about the "desafío mundial" topic they were assigned. Part 1 will identify the "desafío"; part 2 will discuss implications of the "desafío"; part 3 will offer suggestions as to how to lessen the effect of the "desafío"

Students will write 3 paragraphs addressing the "desafío mundial" topic they were assigned. Paragraph 1 will identify the "desafío"; paragraph 2 will discuss implications of the "desafío"; paragraph 3 will offer suggestions as to how to lessen the effect of the "desafío"

Students will either compare or contrast 2 of the 3 topics the Colombian students presented in the unit with either themselves or their city.

Students will write an essay about the perspectives of beauty based on Hilo 7 in the textbook. Students will 1. introduce western & indigenous cultures and their characteristics of beauty, 2. choose 2 cultural products & explain their significance (perspective), 3. choose 2 cultural practices & explain their significance (perspective).

Students will write 8 pieces of advice using the subjunctive on "how to protect the planet". Students will include suggestions in each area: reduce, reuse & recycle. Students will then create a video showing these "actions" and record their voices.

Students will introduce 5 students from the unit. Students will either compare or contrast the topics the students presented in the unit with either themselves or their city.

Students will introduce 4 students from the unit. Students will either compare or contrast the topics the students presented in the unit with either themselves or their city.

Students will write a report and create a presentation on an endangered/indigenous language. The report will include both parts and subparts listed on p. 304 in the textbook (see rubric for specifics). Students will orally present the information in the part "al convencer al público" via flipgrid

Students will write 8-10 pieces of advice using the present subjunctive on "cómo sobrevivir una cuarentena". Students will include a picture with each piece of advice, 4 of which must be outside.

Students will select a Spanish/Hispanic artist from a pre-approved list and create a google slide show including biographical information about the artist and a picture of the artist. Students will then select 1 work of art by that artist and re-create it in their own way. They may create a photograph, a drawing, or a collage. Students will include the original work of art and their re-creation in the google slide show.

Students will create a presentation for a "feria de salud". The presentation will include a visual aid and a podcast. Students will choose a health-related issue; healthy living, physical health, mental health, "minor" health-related concern (ie: high cholesterol). The presentation will include: ways to prevent the issue, traditional treatments, scientific/modern ways to treat the issue. Both group members must participate in the podcast.

Students will choose 8 images or take 8 pictures of people they believe are beautiful - these pictures should be natural and not edited at all. Students will record themselves stating why each included image is beautiful. Students will also video or take pictures of 1 male & 1 female from "scruff" to "fluff" to show each "meeting" the standards of beauty.

Students will create a map of what they believe to be a "pueblo sostenible". Students will add living spaces, other buildings and items. Students will write 2+ paragraphs; 1+ to suggest to others which other buildings to include, and why and 1+ to suggest to others where ALL buildings and items should be located and why.

Students will read about immigration in Uruguay, one specific immigrant's experience, and the "Patronas" in Mexico. Students will write a thank you letter to Milton for his work with immigrants. Students will also write a congratulatory speech for the "Patronas" on their award for Humanitarian Efforts.

Students will use morning routine & travel vocabulary words in a written essay. Students will include a minimum of: 4 morning routine, 2 before going to the airport, 2 at the airport before takeoff, 2 at the airport on arrival and 2 leaving the airport &/or at the hotel.

Students will write 12 pieces of advice using the subjunctive on "how to protect the planet". Students will include 4 suggestions in each area: reduce, reuse & recycle. Students will then create a video showing these "actions" and record their voices.

Students will use morning routine & travel vocabulary words in a comic strip-style format (storyboardthat.com). Students will create 6 scenes; morning, packing, at the airport before leaving, another at the airport OR on the airplane, at the airport on arrival, nighttime.

Students will write about what young people like to do during their free time including activities, food and music. Students will compare/contrast themselves with each student presented.

Students will answer 5 questions orally. Students will read each question and respond with a minimum of 1 complete sentence each, using 1-2 new vocabulary words.