Spanish 1 FARAH 3.12.15

Good afternoon,

It has been a pleasure meeting some of my students' parents last night and this afternoon. I look forward to meeting more of you tonight! 

Below is the 'Tres en Raya' (tic-tac-toe) project that I spoke with some of you about. If your child has not completed this activity, please remind

them to do it as the activities are designed to increase comprehension in our grammar topics. 

Tomorrow is the Chapter 3 Test.

I hope you are enjoying this beautiful weather! 

Sra. Farah

Tres en Raya

Make a graphic organizer for ‘ir’ verbs (we did one in class for ‘er’ verbs)	Using a storyboard, write and illustrate a short story or comic strip.	Create a poster explaining the concept of possessive adjectives. (mi, mis, tu, tus, etc.) Make sure to include them all! Illustrate.
Create a poster describing how to conjugate verbs. Be thorough! Give examples using ‘ar,’ ‘er,’ & ‘ir’ verbs.	Draw and label a family tree. Write a sentence under each family member to describe how they are related to another family member. (Ex. Joseph es el padre de Michael.)	Create a poster describing the concept of stem changing verbs. Use verbs ‘tener’ and ‘venir’ to illustrate your point. Be thorough!
Write a short story for children.	Create a poster describing the ‘tener idioms.’ Explain the concept, give  at least 6 examples, and illustrate.	Create a poster with a personal profile for a school newspaper. Describe yourself and your ideal best friend. Add illustrations and/or pictures.

Once you have finished the ‘Recapitulación’ for chapter 3, choose any 2 activities to complete by Friday. If you are an early finisher, you may complete a 3rd activity for extra credit. Each activity is worth 20 points and will be graded on thoroughness, accuracy, creativity, and neatness

CONTENT	4 COMPLETE	3 GENERALLY COMPLETE	2 SOMEWHAT COMPLETE	1 INCOMPLETE
	Writer uses the appropriate functions and vocabulary for the topic.	Writer usually uses the appropriate functions and vocabulary for the topic.	Writer uses few of  the appropriate functions and vocabulary for the topic.	Writer uses none  the appropriate functions and vocabulary for the topic.
COMPREHENSIBILITY	COMPREHENSIBLE	USUALLY COMPREHENSIBLE	SOMETIMES COMPREHENSIBLE	SELDOM COMPREHENSIBLE
	Reader can understand all of what the writer is trying to communicate	Reader can understand most of what the writer is trying to communicate	Reader can understand Less than half of what the writer is trying to communicate	Reader can understand little of what the writer is trying to communicate
ACCURACY	ACCURATE	USUALLY ACCURATE	SOMETIMES ACCURATE	SELDOM ACCURATE
	Writer uses grammar, spelling, word order, and punctuation correctly.	Writer  usually uses grammar, vocabulary and functions correctly.	Writer has some problems with language usage	Writer makes significant number of errors in language usage.
ORGANIZATION	WELL-ORGANIZED	GENERALLY WELL-ORGANIZED	SOMEWHAT ORGANIZED	POORLY ORGANIZED
	Presentation is logical and effective.	Presentation is generally logical and effective with a few minor problems.	Presentation is somewhat illogical and confusing in places.	Presentation lacks logical order and organization.
EFFORT	EXCELLENT EFFORT	GOOD EFFORT	MODERATE EFFORT	MINIMAL EFFORT
	Writer exceeds requirements of the assignment and has put care and effort into the process.	Writer fulfills all of the requirements of the assignment.	Writer fulfills some of the requirements of the assignment.	Writer fulfills few of the requirements of the assignment.