Ecuador+and+the+Galapagos+Islands+UNIT

Integrated Performance Assessment (IPA) Overview

Tales that explain "why" are called pour quoi tales. These "why" stories have been shared through the centuries to explain natural phenomena, nature and explain why things in the world are the way they are. Pour quoi stories provide insight into the cultural traditions of countries throughout the world. They have a strong tradition in Spanish-speaking countries of the Americas. In this Integrated Performance Assessment, students will read a pour quoi tale from the Amazon region of South America and identify characteristics of this type of story. Using knowledge of these characteristics students will complete a story map for the selection and generate a story map and information for creating their own pour quoi tale. They will write their own tale and create a handmade book which can be shared with the class and younger Spanish students.

The three tasks of this Integrated Performance Assessment are aligned with our unit theme about Ecuador and the Galápagos Islands. Students will complete a task within each of the three communicative modes – Interpretive, Interpersonal and Presentational – reflecting the manner in which students naturally acquire and use Spanish in the classroom. Each task will provide the information and elicit linguistic interaction needed to enable students to complete the subsequent task.

Modes of Communication

__Interpretive__: Students will read a short traditional pour quoi tale from the Amazon region of South America, //Porque el tigre es ñato.// They will answer comprehension questions about the selection.

__Interpersonal__: Working cooperatively with a partner to negotiate meaning, students will complete a story map for //Porque el tigre es ñato//. Students will identify key elements of the selection read and begin to formulate their own pour quoi tale in Spanish.

__Presentational__: Working in a group, students will create their own pour quoi tale that will be presented to the class. Students will create graphic organizers to map out a short folktale including characters, location and habitat, and a chronology of story events. Students will create a handcrafted book containing six to ten drawings with captions and a decorated cover.

-       Parte I – Modo Interpretativo || Lea “Porque el tigre es ñato” y conteste a la preguntas que siguen. // Read “Why the Tiger Has a Flat Nose” and answer the questions that follow. // ||

** Porque el tigre es ñato – **** Un cuento de la region Amazónica ** Tío Tigre y Tío Gato son primos. A los dos les encanta subir a los árboles, pero solamente Tío Gato sabe bajar sin lastimarse. El Tío Tigre siempre se queda atrapado. Un día Tío Tigre le dice al Tío Gato: "Tío Gato, enseñame a bajarme de los árboles como lo haces tú." "Claro que sí," le respondió el Tío Gato. "Vámos." Entonces los dos animales subieron un árbol muy alto sin problema. En el tope, Tío Gato dijo: "Ahora, date vuelta, baja la cabeza y sígueme." Tío Gato bajó primero. Dio vuelta, bajó la cabeza, saltó del árbol y aterrizó parado en las cuatro patas. Entonces le gritó a Tío Tigre que hiciera lo mismo. El Tío Tigre dio vuelta, bajó la cabeza, saltó del árbol y aterrizó en la cara, aplastandose la nariz. "¡Oye!" gritó el Tío Tigre, sobándose la nariz herida. "Hice lo que me dijiste y mira lo que me pasó." Enojado, el Tío Tigre persiguió al Tío Gato por todo el bosque. Con miedo, el Tío Gato se fue a vivir en la casa del hombre y ya no vive en el bosque. El Tío Tigre vive en el bosque, quedó ñato y todavía no sabe bajarse de los árboles. //__Vocabulario__////:// //ñato// // à // //tiene una nariz que es corta con el pico que va para arriba// //aplastandose la nariz// // à // //pegarse al suelo y apretarse la nariz// || Conteste a las preguntas abajo. Haz un círculo alrededor de la letra correcta. // After reading the story, answer the questions below. Circle the correct letter. // ||


 * 1) The cat and the tiger are
 * 2) brothers
 * 3) cousins
 * 4) uncle


 * 1) The tiger loves to climb trees.
 * 2) True
 * 3) False


 * 1) The cat doesn’t want to teach the tiger how to jump down from trees.
 * 2) True
 * 3) False


 * 1) The cat told the tiger to turn around, lower his head and follow him.
 * 2) True
 * 3) False


 * 1) The cat landed on all four feet.
 * 2) True
 * 3) False


 * 1) The tiger landed on his face, flattening his nose.
 * 2) True
 * 3) False


 * 1) The tiger was angry with the cat and chased him
 * 2) into the nearest house
 * 3) all over the forest
 * 4) away from the forest

Parte II – Modo Interpersonal  || Tu vas a discutir la cuenta “//Porque el tigre es ñato//” con un compañero de clase. Tienen que negociar el significado y completa el mapa del cuento abajo. Toda la discusión tiene que estar en español.
 * 1) This story explains why
 * 2) why cats don’t climb trees
 * 3) tigers no longer live in the forest
 * 4) why cats no longer live in the forest
 * 5) why tigers have flat noses

// Working with a partner to negotiate meaning, you will discuss the story “Porque el tigre es ñato” and complete the story map below. All discussion must be in Spanish. // || Organigrama – Porque el tigre es ñato



Parte III – Modo Presentacional =“Nuestra Leyenda”=

Working in groups of three (teacher assigned groups) you will create an original folktale that will be accompanied by a handmade, illustrated book. The main character of the legend must be an animal that that lives in one of the regions of Ecuador. Your group will will select an animal and title for the tale, which must be submitted to the teacher for approval before actually writing.

Your tale will be a //pour quoi// tale, similar to // Porque el tigre es ñato. //Tales that explain "why" are called pour quoi tales. These "why" stories have been shared through the centuries to explain natural phenomena, nature and explain why things in the world are the way they are. Pour quoi stories provide insight into the cultural traditions of many Spanish-speaking countries of the Americas.


 * Title of “Nuestra Leyenda”**

The class will brainstorm a list of ideas for possible legends. The teacher will assist and guide students as necessary. Examples could include: 1) How Iguana Became so Beautiful 2) Why the “Piquero” Has Blue (or Red) Feet 3) Why the Pelican Has a Beak 4) Why the Galápagos Cormorant doesn’t fly 5) Why the Sallie Lightfoot is Red 6) Why the Galápagos Moves so Slowly


 * Work Products:**

Each member of the group must contribute to the creation of the legend and handcrafted book. Individual groups will assign roles and responsibilities among group members.

Each will need to include the following products as part of their legend/book:

1. Graphic organizers to map out the folktale. The graphic organizers will: · Define the main character’s problem and/or goal · Identify actions · Define the resolution of the problem and/or achievement (or non-achievement) of the goal · Will be turned in with the legend 2. Proof reading: To be done by the teacher · Grammar check, vocabulary usage, etc. 3. Each group will do a 3-5 minute presentation for the class of its legend. · Groups may create visuals · Use of props 4. Each group will create a handcrafted book that includes a graphic or summary page which lists: · Characters · Setting (location) · Habitat · Time frame

Your handcrafted book must contain 6-8 illustrations; each illustration must have a caption in Spanish. The finished book should have an attractive, handcrafted cover that gives the name of the story and each group member’s name.

Each member of the group must participate in the telling or acting out of the legend. Students may use stuffed animals, costumes, masks, visuals and actions in the performance of their legend.

Class time will be scheduled so that the teacher may listen to and give commentary on each presentation before it is performed for the class.

Refer to the assessment rubric to be sure that you understand expectations for the finished product. There is a separate rubric for the oral and written presentations of your tale.