My parents embarrass me: a sort of final exam

This is the last short story of the year and focuses on two structures: se ponen en ridículo and le da vergüenza.

embarrassingBefore students read the story I introduced the structures and themes through a full class period of conversation. That included this powerpoint (which you can download by following this link):  vergüenza y ridículo powerpoint .  If you use it  you´ll probably want to remove the reference to Señor Peto in the first slide. I was surprised that none of the students would admit that their parents have ever embarrassed them (of course, they didn´t want me to embarrass them). Since that line of questioning was going nowhere, I changed the phrase to mis padres nunca me dan vergüenza. I suppose the real theme of the day should have been mi profesor de español me da vergüenza as I came up with silly situations that never occur such as Los padres de Julieta nunca besan al perro cuando sus amigas vienen a su casa. ¿Verdad Julieta? Julieta emphatically denied that her parents EVER kiss their dog. «Entonces… ¿ellos no te dan vergüenza?» A few times we came up with weird situations that never happen (I swear!) and it was a compelling enough mental image to make students laugh. When we laugh in Spanish then I know that they are really learning the vocabulary.

The following day students read this story that you can download by following this link: Mis padres se ponen en ridículo: STORY WITH QUESTIONS . I graded their responses to the back side as the last two big grades of the semester, which is pretty much a final exam since I would not actually have the time to evaluate all of those writing samples in the limited final exam period that we have. The reading comprehension questions are designed to assess their understanding of some big picture points, like did they acquire the difference between iba and fue? I graded the second writing section with a more holistic grading rubric emphasizing the comprehensibility of their writing. Superior students should be able to respond with our so-called advanced structures and wow me with their creativity, but fully intelligible, simple answers with minor errors that answer the question easily earn a grade of B.

Next week, following the advice of Blaine Ray, my students will be giving oral presentations on a topic of their choice. Lots of output, but they have been well-prepared (pat myself on the back) and I am certain to enjoy this coming week.

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