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Section #
1) Listening/Language Learning Skill (Sociocultural and Actional) Assessment:
Students will be played a song that they’ve heard before (possibly the song from day
3 or any of the student songs played in class warm‐ups) and will be asked to write
down words they recognized and what they think the song is about. Goal: Students
show off second language learning skill of listening for cognates and creating
meaning even though they don’t understand every word. (4 points)
2a) Linguistic/Socio‐Cultural Competence assessment: Students will be given a
picture of two people meeting and will be asked to draw in dialogue bubbles for
what they’d be saying (in French.) They must have at least four or five
sentences/expressions for each character. Goal: students show off what they’ve
learned about introductions and greeting. (8 points)
2b) Short Answer Socio‐Cultural Assessment: Students will be asked how people
greet in France, _____insert African country of their choice____, and the US‐ their
similarities and differences. Goal: Students compare what they’ve learned about two
other cultures to their own. Show off their critical thinking and appreciation of other
cultures. (7 points)
3) Applied Practice Assessment (Linguistic Comp): Students will be given a movie
schedule and will be asked what the actors names are (goal of them using
“s’appeller”), movie day and times‐ written out(use the hour and dates), and to pick
out any cognates that may indicate what the movie is about. Three movies, 3 points
each. Goal: Students show off their understanding of names, dates, numbers, and
times in a real context they would use if they were in a French speaking country. (9
points).
4) Reinforcement/Assessment of Classroom Cooperation Ability: Students will have
matching phrases that for example say “J’ai besoin d’un crayon” that they must
match to the corresponding photograph. Goal: Students show they have learned
classroom expressions. (12 points)
5) Personal Reflection (Metacognitive): Students will be asked to write about the
activity they enjoyed the most from their guided free time and what they learned
from it. Goal: Giving students credit from the free time activity, and check in with
them to see what they take away from it. This is not a right or wrong answer
question. I want to gauge if guided free time is meaningful. (3 points)
6) Linguistic Competence Assessment: Pictures of people pointing will be shown
and students must write the subject of the sentence (this is to check for
je/tu/elle/il/on/nous/vous/elles/ils). Goal: students show that they understand a
fundamental part of the language‐ identifying the subject. (9 points)
7) (Socio‐cultural Comp.) Culture Assessment: Write about your African country, it’s
customs, and compare and contrast to two other African countries. Goal: Students
use what they learned through their guided research project and what they learned
from other students’ presentations. (10 points)
8) Linguistic Comp: Students will be given the names/pictures of 12 people.
Students must make up their birthdays using a different day(name) day(number)
and month for each person. Goal: Students show they know days, numbers, and
months. (18 points)
Exam= 70 points