Yo me llamo ______.

¿Por qué el español?

Why Spanish?

Statement of Inquiry:We are stronger with our differences when we recognize the opportunities that come with learning Spanish.

What benefits and opportunities are available to those who study and learn Spanish?

Task: Create an advertisement for the school titled,
Why Learn Spanish?

Requirements: You must clearly include three solid reasons, no more, no less. Make your advertisement interesting and eye-catching. Sell it!

**Remember to follow the rubric for additional requirements!

Use basic
cohesive words
that help your ideas flow together! / y… and
pero… but
porque… because
también...also/too / ...y here are more…
o... or
con... with
entonces... so
primero... first
por fin... finally

Helpful resources

Piktochart - sign up with your school gmail

Google Slides - use one slide as a flyer, or use Google doc

Just do something the marker/paper way!

HOW WILL I BE ASSESSED?

Is your poster (or flyer, or infographic) organized?

You should first make a rough draft to be sure your ideas and visuals are making sense to your audience. If things are not in the right place or sloppy, you may need to work on a more organized layout.

Does it have basic cohesive Spanish words?

You may create your poster in English, pero (but) you need to find ways to include all four of these basic cohesive words y (and) use them in a way that makes sense with what they actually mean. If you do not include many or all, your grade will be low porque (because) you will show a limited understanding of these words.

¿Por qué el español? Rubric

Criterion D: Using Spanish in Spoken/Written Form(P1)

At the end of Phase 1, students should be able to:

ii. Organize basic information and use a range of basic cohesive devices.

Strand ii. Organize basic information and use a range of basic cohesive devices.
Achieve-ment level / Achievement level descriptors / Task Specific Clarifications
0 / The student does not reach a standard described by any of the descriptors below.
1-2 / The student:
ii. Organizes limited basic information, and basic cohesive devices are not used. / The student:
ii. Ideas seem unorganized; Basic cohesive words are not used to help link ideas in your information.
3-4 / The student:
ii. Organizes some basic information and uses a limited range of basic cohesive devices, not always appropriately. / The student:
ii. Presents information in an acceptable way, but could be more organized or neat. Some basic cohesive words (1-3 different) are used, but there may be some mistakes.
5-6 / The student:
ii. Organizes basic information and uses a limited range of basic cohesive devices accurately. / The student:
ii. Presents information in a plain, organized way. Some (1-3 different) basic cohesive words are used correctly in a way that matches what they actually mean.
7-8 / The student:
ii. Organizes basic information clearly and uses a range of basic cohesive devices accurately. / The student:
ii. Presents information clearly and creatively in a way that helps viewers understand easily. All four (and more!) basic cohesive words are used correctly in a way that matches what they actually mean..