Goal

Write a letter or email to a Pen Pal in a target language country to introduce yourself.

Role

• You are a student

Audience

• The audience is Pen pal for one of the Spanish speaking countries.

Situation

• The context you find yourself in is:

• The challenge involves dealing with:

Product/Performance and Purpose:

You will write a letter or email  introducing yourself

Standards and Criteria for Success:

You must include the following items:  a greeting, introduction with your name, how old you are,  where you are from, ask: how are you?,  say goodbye, where you live.

Adapted from McTighe, Jay.  Designing Cornerstone Tasks to Promote Meaningful Learning and Assess What Matters Most, Workshop Handout, 2013, p. 59.

Related Concept 

Global Context Exploration 

Describe

School day

Statement of Inquiry 

Your task is to describe your typical school day with pictures to your cousins who live in Brazil through a Zoom meeting.

Summative Assessment Task Description 

Goal - Your task is to describe what your typical school day is like in America to your cousins who live in Brazil through a Zoom meeting.

Role - Your job is to tell(speaking) your cousin what your school day looks like.

Audience- Your cousins from your country who are planning to move to the U.S. next year.

Situation-  You are going to have a Zoom meeting with 2 of your cousins from your country who are planning to move to the U.S. soon. They are a little nervous about moving to a new country and school. They want to learn about school life in the U.S.  You are asked to take some pictures of your day at school and share them as you describe your day.

Product- You will take some pictures of your school day in different places and describe your day to your cousins.

At the end of the emergent level, students should be able to:

i.use a wide range of vocabulary

iii.use clear pronunciation and intonation in comprehensible manner

iv.communicate all the required information clearly and effectively.

With your table group:

• Round read "How do we use the IB standards and practices to demonstrate inclusion" (p. 8-9) in Learning diversity and inclusion in IB programmes

• Read the “Creating optimal learning environments” section (p.14) of Learning diversity and inclusion in IB programmes. At your table, each participant reads about a principle and then shares with the rest of the members of the group.

• Circling back to the authentic assessment you designed yesterday, review the task and evaluate the extent to which the four principles of good practice below are evident. If they are not, suggest how the summative assessment task can be improved in order to include all learners.

• Consider how your formative assessment can help students to find success on the summative assessment - what might you do differently to support specific learning needs?

Make sure to include the completed rubric with the task specific clarifications (e.g. check list in student friendly language)