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TitleLeisure Activities: An Integrated Performance Assessment
SourceCASLS Activity of the Week
Body

Lisa Shepard is a secondary French teacher in Hilliard, Ohio.  This Integrated Performance Assessment was designed to assess her French 1 (Novice Mid) students after a unit on leisure activities.  Throughout this unit the students completed a variety of interpretive, interpersonal and presentational activities designed to provide opportunities for them to practice the vocabulary and structures they would need to accomplish the performance tasks on the IPA.  See this link (http://madameshepard.com/?p=557 ) for the instructional resources and materials that were used during this unit.

Modes: Interpretive Reading, Interpretive Listening, Interpersonal Communication, Presentational Writing

Objectives: This IPA was designed to assess the following NCSSFL-ACTFL Can-Do Statements:

  • Interpretive Reading: I can recognize words and phrases for leisure activities I have learned when I read.
  • Interpretive Listening: I can sometimes understand some basic words and phrases when I hear them spoken
  • Interpersonal Communication: 1) I can talk about what I do, 2) I can ask simple questions about what others do
  • Presentational Writing: I can write simple sentences about what I do after school, on the weekend, and during vacations.

Resources – You will need copies of the IPA document, including the infographic “Le Weekend tel qu’il est et tel qu’il pourrait être. (It will be easier for the students to complete the interpretive activity if the infographic is photocopied separately from the IPA document.) You will need each student to have access to a computer from which YouTube can be accessed. (Alternatively, you can project the video and play it several times to the whole class.) In addition, you should have a class set of the rubrics you will use to assess each performance task. 

Procedure:

  1. Pass out a copy of the IPA document and the infographic to each student.
  2. Instruct the students to complete the Interpretive Reading section of the IPA individually and without references. 
  3. As students complete the Interpretive Reading, they can be directed to complete the Interpretive Listening using an individual device or classroom computers.  Alternatively, when all students have finished the Interpretive Reading task, the class as a whole could complete the listening task in a computer lab or the teacher can play the video multiple times for the whole class.
  4. When students have completed the Interpretive tasks, they should be instructed to begin the Presentational Writing task.
  5. While the class is working on the Presentational Writing task, call randomly-selected pairs to your desk or a corner of the room and instruct them to perform the Interpersonal Communication task.  Set a timer for three minutes and provide written feedback to the students as they converse.  See this link (http://madameshepard.com/?p=620 ) for checklists that can be used to provide feedback while assessing interpersonal speaking tasks.
  6. Depending on the number of students and the resources available, 2-3 50-minute class periods will be required to complete this IPA.  You may wish to provide an enrichment activity for early finishers to complete, especially with larger classes which will require more time for interpersonal communication assessments.
Publishdate2015-08-10 02:15:01