"ALL" Students
Choice of Languages
Performance Guidelines

 Compass logo  Central Jersey
World Languages
Professional Development Institute 2000

Assessment Tasks

Children's Literature/WL Lesson Plans

Technology/WL Lessons Plans
Title Topic Print
A Trip to the Zoo animals printer-friendly version
Around the Mexican Town maps/ directions printer-friendly version
Can You Describe Me? wild animals printer-friendly version
Can You Find the Color? colors printer-friendly version
Diez amigos van al mercado
  (Ten Friends Go to the Market)
shopping printer-friendly version
¿Dónde está?
   (Where is it?)
locations printer-friendly version
Eyewitness personal description printer-friendly version
Finding a Job reading ads/ writing letters printer-friendly version
First Aid Squad basic questions printer-friendly version
Le Bonhomme Sandwich
  (The Sandwich Man)
body parts printer-friendly version
Let's Make Paella food printer-friendly version
My Home Town giving directions printer-friendly version
¿Qué vas a hacer?
  (What are you going to do?)
weekend plans printer-friendly version
Title Topic Print
Anuncios comerciales
persuading others printer-friendly version
Having a Bad Day self expression/ persuading printer-friendly version
Title Topic Print
A Conversation in a Restaurant foods/ descriptions printer-friendly version
Aclarando malentendidos
  (Conflict resolution)
self expression printer-friendly version
Dangerous Weather vacations/ weather printer-friendly version
Frida Kahlo: Mi interpreptaci Mexican art printer-friendly version
The Incompetent Doctor health printer-friendly version
Las Meninas art descriptions printer-friendly version
Letter to a Friend expressing thoughts and emotions printer-friendly version
Problem in the Emergency Room health printer-friendly version
Problems at the Airport traveling printer-friendly version
Un Nouveau Parfum creating/ describing printer-friendly version
Vive La France Libre DeGaulle/ French Resistance printer-friendly version
Vive le Francais! relationship of language and culture printer-friendly version
Ferris French's Day Off! health, excuses printer-friendly version

Lesson plans and assessments contributed by Central Jersey World Languages Professional Development Institute 2000.
Can you Describe Me?

Title: Can You Describe Me?

Topic: Wild Animals

Level: Novice

Focus Age Group: 6 years and up

National Standards Goals:

Communication   Culture   Connections   Comparisons   Communities

Communicative Mode:

Interpersonal   Interpreptive   Presentational

NJ Cumulative Progress Indicators:

  • 7.1.5  Provide and obtain information on familiar topics
  • 7.1.7  Identify some common and distinct features such as parts of speech and vocabulary, among languages
  • 7.1.4  Describe people, places, things, and events using short phrases and simple sentences

Timeframe: Two 30-minute class periods

Description of Task:
Activity One (15 minutes)

  • The class should be divided into two teams.
  • Students will identify wild animals by name as they are pulled out of the "magic box."
  • Students will then describe the animals by their physical characteristics, geographical location, or by their food preferences. For example: El elefante tiene trompa (has a trunk), es gris (is gray),vive en Africa (lives in Africa), come hojas (eats leaves).
  • Each team will get a point when their teammate correctly identifies and describes their animal correctly.
  • The game continues until each student has had at least one turn.
Activity Two (15 minutes)
  • Students will work in pairs.
  • Each pair will have a box of self-made animal flashcards.
  • Students will take turns pulling an animal out, identifying it, and describing it.
  • This allows the teacher to circulate and assess individuals.

Materials Needed:

  • Magic box created by attaching a sock to an empty oatmeal container covered with decorative paper
  • Representations of animals, preferably miniature, but realistic plastic animals However, small flashcard pictures of animals may be substituted
  • Self-made animal flashcards for each student
  • Large area for students to sit on the floor for activity one

Teacher Notes:
The students should have been learning about specific wild animals prior to the assessment. The teacher should first encourage the students to guess what is in the box by asking questions. The teacher will then call them up to pull out an animal. If the student has difficulty, the teacher should give the student choices. For example: ¿Es jirafa o es elefante? (Is it a giraffe or an elephant?) The classroom teacher will assess students during this first activity. It may take more than one class period to assess all students. However, further assessment can be done during the second activity in which the students are working in pairs. The teacher will walk around with a clipboard and listen to student conversation. She is assessing their ability to identify and describe the animals.

Scoring Criteria:
The teacher will give a class list to the classroom teacher with the names of each student to the left and the animals being assessed across the top (example to follow).

*+ correctly identifies and describes animal
+ correctly identifies animal only
? identifies animal and/or describes animal with help
- unable to identify or describe animal

Scoring Criteria can be adapted to assess more advanced students by raising the rubric.

*+ correctly describes animal including more than one physical characteristic, geographical location and food preference.
+ correctly describes animal including two facts about physical characteristics, as well as geographical location and food preference.
? describes animal with help and only includes one fact from the three categories
- is unable to identify or describe animal.

Any animals may be used for this activity. Other themes can also be adapted. Students can sit in a circle. As an animal is held up by the teacher, each student identifies and describes it. They can go around the circle and then back around the other way. Students can demonstrate their ability to use negatives by telling things that are not true about the animal. For example: El elefante no tiene mucho pelo. (The elephant does not have a lot of hair.) El león no tiene trompa. (The lion does not have a trunk.) This circle game can also be played with one student giving an affirmative sentence and the next giving a negative sentence.

Class Checklist Example for Assessment

  el león el tigre el elefante la cebra
Jonathan   - +  
Mayumi   ?   ?

Rebekah Villano
Littlebrook Elementary School
39 Magnolia Lane
Princeton, NJ 08540


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Updated: Fri Nov 23 2007