Download ETA project and rubrics

ETAs Group Project
(Las Enfermedades Transmitidas Por Alimentos)
Group Goal: To inform the public (in Spanish) about the international “ETA” problem,
using each group member’s research findings in a visually appealing poster. This will be a
group project grade.
Poster requirements: (This must be completed in class)
1. Top 5 diseases transmitted by foods
2. 5 symptoms found with “ETAs”
3. Map marked with countries where “ETAs” are causing
economic and/or social harm to the public
4. Description of the economic and/or social harm of an outbreak in the countries
caused by the “ETAs” and Examples of how outbreaks occurred.(these should be
written out attractively and/ or diagramed on the poster).
Individual Goal: To prepare a minimum of 4 complete, complex sentences in Spanish to
present in front of the class about the group poster/ information. (4 sentences per group
member) This grade will be an individual oral grade. You are informing the public about
the problems displayed on your poster. You need to present the issues in a way that
catches the attention of your audience. Group script printed out and handed to the
teacher prior to presentation.
Individual Oral requirements:
Speak a minimum of 4 complete and complex Spanish sentences per person about the
group’s research and poster.
Use correct intonation and pronunciation; pay attention to grammar
Your group can choose from a variety of presentation styles:
Present as as a skit
Commercial
News broadcast
Simple “medical conference”
Remember: If you are addressing the public in a Public Service
Announcement, you will need to use verbs in command form.
regular tú
commands
>
3rd person singular of present tense verb
irregular tú
commands
>
“Van Diesel has 10 weapons”
ven di, sal, haz, ten ve, pon, sė
regular Ud. & Uds.
commands
>
use yo form of present tense verb, drop the “o,”
add the opposite vowel and an “n” if forming “Uds.”
“ETAs” Poster Rubric - 50pts.
Names of group members:
8-7
6-5
4-3
2-1
Students include all
4 requirements
with high quality
descriptions of
social or
economical harm
Students include at
least 3
requirements with
high quality
description of
social or
economical harm
Students include at
least 2
requirements with
high quality
description of
social or
economical harm
Students include
fewer than 2
requirements with
high quality
description of
social or
economical harm
8-7
6-5
4-3
2-1
Content of the
graphics is all easily
viewed and
interpreted from 6
ft. away.
Most of the
content of the
graphics is easily
viewed and
interpreted from 6
ft. away.
Some of the
content of the
graphics is easily
viewed and
interpreted from 6
ft. away.
Many graphics are
not clear or are
too small. Cannot
be visually
interpreted.
Graphics used
reflect an
exceptional degree
of student
creativity in their
creation and/or
display.
Graphics used
reflect student
creativity in their
creation and/or
display.
The graphics are
made by the
students, but are
based on the
designs or ideas of
others.
No graphics made
by the students are
included.
labels
All items of
importance are
clearly labeled in
Spanish with labels
that can be read
Almost all items of
importance are
clearly labeled in
Spanish with labels
that can be read
Several items of
importance are
clearly labeled in
Spanish with labels
that can be read
Labels are too small
to view OR no
important items
were labeled in
Spanish.
Attractiveness
The poster is
exceptionally
attractive in terms
of design, layout,
and neatness.
The poster is
attractive in terms
of design, layout
and neatness.
The poster is
acceptably
attractive though it
may be a bit messy.
The poster is
distractingly messy
or very poorly
designed. Not
attractive.
information
requirements
graphics clarity
graphics originality
Notes: Nombre:____________________________________
Bloque: ________
“ETAs” Oral Presentation Rubric
8-7
6-5
4-3
2-1
Completely
comprehensible.
Consistently applies
pronunciation
rules.
Mostly
comprehensible.
Often applies
pronunciation rules.
Partially
comprehensible.
Mostly applies
pronunciation rules.
Nearly incomprehensible.
Applies some
pronunciation rules.
Minimal errors
(Comprehension
not affected.)
At least one or
more command(s)
were used correctly
Occasional errors
(Comprehension
not affected)
A command was
used in the right
context.
Frequent errors
Interfere with
comprehension
A command was
used but with
errors.
Grammar fails to
communicate
structurally
No command was
used.
Quality of
sentences
4 or more complete
and complex
Spanish sentences
were spoken.
4 or more complete
Spanish sentences
were spoken; only 3
were complex.
4 complete Spanish
sentences were
spoken; only 2 were
complex.
Student spoke less
than 4 complete
Spanish sentences;
1 or less were
complex
Spoken Fluncey
Speaks clearly with
appropriate pauses
and inflection;
excellent eye
contact with
audience.
Speaks with minor
hesitation;
comprehensible;
maintained fairly
good eye contact
with audience.
Speaks with
hesitation; little eye
contact with
audience.
Speaks with great
hesitation. No eye
contact with
audience.
Voice
Expressive tone of
voice; engages
audience; easy for
all to hear.
Fairly expressive
tone of voice;
audience is
interested; no
problems hearing.
Monotone.
Audience is less
engaged in the
presentation;
difficulty hearing at
times.
Indifferent. Lack of
enthusiasm.
Audience is
disengaged and
disinterested.
Pronunciation
Grammatical
Structure
Problem sounds
circled
ll
que
gua/ guo
j
rr
qui
gui/ gue
Others:
ñ
ca/ co/ cu
ga/ go/ gu
silent “h”
ce/ ci
ge/ gi