Spanish 202 - Group Projects

You will complete three group projects in this course, one per chapter. These three group projects count as 15% of your final grade.

Group projects are completed in groups of three students and involve:

• a Powerpoint, poster or flyer (50 points)
• an in-class presentation (30 points)
• a Q&A (20 points)

Students will start working on their projects in class, following the instructions provided by their teacher (see course calendar). They will complete their Powerpoint/poster/flyer and prepare their presentation outside class time. The Powerpoint/poster/flyer is completed collaboratively, which means that all the students in the group are responsible for all the work and will therefore receive the same grade.

The presentation will take place on the dates posted on the course calendar. It will be 4 to 5 minutes long, followed by a 5 to 6 minute Q&A. Each student will be graded individually for their participation in the presentation and Q&A. Each member of the group must participate!

If you cannot complete a group project on the due dates because of a justified reason, you may complete the project individually. You need to contact your teacher as soon as possible to discuss alternatives.

EVALUATION CRITERIA

VERY IMPORTANT: All projects must be COMPLETED BY THE STUDENTS WITHOUT UNAUTHORIZED ASSISTANCE.

While completing your group project, you can use a dictionary and check the grammar charts in your textbook, but you ARE NOT ALLOWED TO USE AN ONLINE TRANSLATION PROGRAM or a chatbot such as CHAG GPT. This will be considered CHEATING.

POWERPOINT, POSTER, OR FLYER: CONTENT, ORGANIZATION AND DESIGN
EXCELLENT: All instructions provided by the teacher are followed carefully; complete and logically organized information; ideas supported with detail and evidence; very appropriate choice of slide background, fonts, and format; effective and appropriate use of visual aids and images; highly creative.
GOOD: Follows most of the instructions provided by the teacher; adequate and mostly logically organized information; some ideas lack supporting detail or evidence; good choice of slide background, fonts, and format; appropriate use of visual aids and images; creative.
FAIR: Follows some of the instructions provided by the teacher; limited information; lacks logical sequencing of ideas; lack of supporting detail or evidence; background detracts from text; too busy slides, difficult to read; ineffective use of visual aids and images; presentation lacks creativity.
POOR: Follows very few of the instructions provided by the teacher; minimal or mostly irrelevant information; disconnected ideas with no apparent order; slides are too difficult to read; ineffective use of visual aids and images; students worked independently in their slides and did not edit their final work to avoid repetitions and mismatches.
UNSATISFACTORY: Not enough information to evaluate.

POWERPOINT, POSTER, OR FLYER: LANGUAGE USE
EXCELLENT: Precise and accurate use of grammar and vocabulary presented in lesson; rich and varied vocabulary; almost no errors or no errors at all in grammar, vocabulary, spelling, and punctuation.
GOOD: Several examples of grammar and vocabulary presented in lesson; limited variety of vocabulary; few errors in grammar, vocabulary, spelling, and punctuation; errors do not hinder understanding.
FAIR: A few accurate examples of grammar and vocabulary presented in lesson; some words are used repetitively; frequent errors in grammar, vocabulary, spelling, and punctuation; some errors hinder understanding.
POOR: Very few accurate examples of grammar and vocabulary presented in lesson; use of English words, literal translations and invented words; very frequent errors in grammar, vocabulary, spelling, and punctuation; errors make understanding difficult.
UNSATISFACTORY: Not enough information to evaluate; message is incomprehensible

PRESENTATION
EXCELLENT: Very well prepared; all members of the group actively contribute and do an equal amount of work; students speak spontaneously; express themselves with ease and minimal hesitation; no memorized material; no English use; linguistic errors do not interfere with communication of the message; presentation is within the time limit; presentation is highly dynamic and holds audience attention.
GOOD: Well prepared; all members of the group actively contribute and do an equal amount of work; students speak spontaneously, but with some hesitation; no memorized material; occasional English use; linguistic errors do not interfere with communication of the message; presentation is within the time limit; presentation holds audience attention most of the time.
FAIR: Some preparation; not all students contribute at the same level; students speak spontaneously but with frequent hesitation; no memorized material; frequent English use; some linguistic errors interfere with communication of the message; presentation is too short or too long; presentation lacks rhythm and often fails at holding audience attention.
POOR: Very little preparation; not all students contribute actively; students do not always speak spontaneously; very frequent hesitation; frequent English use; linguistic errors often prevent communication of the message; presentation is too short; presentation is too difficult to follow.
UNSATISFIED: Memorized material; not enough spontaneous speech to evaluate; message is incomprehensible.

Q&A
EXCELLENT: Student understands questions and responds effectively; student speaks spontaneously and with ease; no English use; linguistic errors do not interfere with communication of the message; student participates actively without dominating the conversation.
GOOD: Student understands questions and responds effectively most of the time; student speaks spontaneously but with some hesitation; occasional English use; linguistic errors do not interfere with communication of the message; student participates actively most of the time and tends not to dominate the conversation.
FAIR: Student understands and responds effectively to some but not most of the questions; student speaks spontaneously but with frequent hesitation; frequent English use; some linguistic errors interfere with communication of the message; student participates significantly less than other members of the group or tries to dominate the conversation.
POOR: Student misunderstands many of the questions and/or does not respond logically; student speaks spontaneously but with very frequent hesitations; minimal effort to use Spanish; linguistic errors often prevent communication of the message; student makes minimal effort to participate.
UNSATISFACTORY: Not enough spontaneous speech to evaluate; message is incomprehensible.