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What types of street foods are popular in other countries?

What does a country’s street food options tell you about their culture?

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Here are some tips and suggestions to implement the assessments.

Prep:

  • Download and print the assessments you want to use from the main unit page.
  • Optional: Include a rubric on the back.

Step 1: Proficiency Goal

Show the rubric and/or give them one. Remind them of their proficiency goal on the rubric and what it takes to get it.

Ask them to circle their proficiency goal on the rubric or on the top of their assessment when they get it.

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Step 2: Assessments

Have them remove all resources.

Give them the assessment (download on main unit page). Go over any parts of it that you want to clarify.

Remind students to think/plan what they will want to include. Use the lines under the scenario or another paper.

Let them shine!

INTERPERSONAL SPEAKING ASSESSMENT

Give each student the assessment (in download on main unit page). Let them complete the task. You can give them the option to make it a VIDEO. If your students have the language, encourage them to add a personal story or experience.

Read more tips for assessing.

Example in Spanish

INTERPERSONAL SPEAKING ASSESSMENT

This is an interpersonal assessment for you to do with each student. These take time to get through each student; however, a conversation is an important skill to experience. Aka – It’s worth the time! Read more: Tips for doing an interpersonal assessment.

Make a sign up sheet and let students sign up. You may want to do this the day before the assessment. A general rule is each student may take 5 minutes (start to finish). You can adjust that and you may want to use a timer.

Set yourself up in one area. Have plenty of rubrics, a pen, the menu (from download), list of possible questions (from download) a timer, and any other props you want.

The menu is generic on purpose. For example, it says “carne” and “verduras” as options. This will allow students to say whatever they can. This is where you can ask them to give as many options and details as they can.

Make an “on deck” place so the next person is ready to go. Put the menu on the wall there so they can look at it before they get to you (In this situation in real life, they wouldn’t have long to look at the menu). Also put the sign up list for them to tell the next person when they need to come “on deck.” This keeps the flow going.

On the day: Show them the prompt. If you want to give them a copy, it is in the unit download on the main unit page. They can continue working on their food truck project while you are doing these interpersonal assessments. Role play the scenario with them. Ask them a question and assess with the proficiency rubric while they are speaking with you. Continue asking more questions until time is up.

Possible Script (put in target language):

See if they start with a greeting (Welcome to…), if not, you can start.

  • Good afternoon!
  • I love your truck!
  • I’m hungry!

Recommendations

  • What is your favorite…?
  • What would you recommend?
  • I want something unique to eat/drink.

Descriptions

  • What ingredients are in (food/drink)?
  • What types of (food/drink) do you have?
  • I want something sweet…
  • What is that exactly?

“Problems”

  • I’m a vegetarian. Are there vegetarian options? 
  • I don’t eat red meat.
  • I’m allergic to (thing).
  • I only have $3… and I’m really hungry!
  • I’m on a diet.

Price

  • How much is (food/drink)?
  • What’s the total?
  • I have this coupon to use…

See if they add a “thanks.”

PRESENTATIONAL WRITING/SPEAKING ASSESSMENT

Give each student the assessment (in download on main unit page). Let them complete the task. You can give them the option to make it a VIDEO post or a WRITTEN post. If your students have the language, encourage them to add a personal story or experience.

Read more tips for assessing.

Reflection: Essential Question

Show the essential questions and have them reflect using resources from the Reflection Day page.

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