This 10-week project is designed for SPAN 3117 Bridge Course class. This is a new program implemented in Utah for students that have passed the AP test. The majority of these students attended dual immersion schools. This class is an upper division college class taught on a high school campus. This unique course has the special feature of being co-taught by a college professor collaboratively with a high school teacher. The professor lectures once a week. The rest of the time students receive input from the high school teacher only. The class consists of 10th, 11th and 12th-grade learners with intermediate mid-high and advanced low proficiency levels. This is the first time that this course is taught so all curriculum is new.
The course meets 2-3 times per week for 90 minutes each class period in an A/B schedule. The course is divided into 4 units so the Bridge Course team plans to develop 4 projects. The class is called Breaking Down Walls, Building Identities and it is going to be taught in 6 different HS in Utah. Layton High School is in an urban (Layton, Utah) setting.This project will cover the first unit of the course.
Culturally, learners will engage in:
· Finding out about other’s people life. They will interact with them during an interview. Learners will be able to interact using the target language, first to approach the person, then writing a formal email and later by interviewing.
· Comparing and contrasting interviewee’s life and their own.
· Creating a real magazine that will be donated to a local Museum.
Major activities include:
· To start with the unit: What is identity? Learners will visit the Family Research Center in Layton to analyze their genealogy. The goal of this activity would be to understand how we are all immigrants. There will be a discussion in class about their personal results. Are these results what they expected?.
· Students will bring 3 objects that define their identity to work in a variety of communicative activities.
· Create a formal letter/email to explain the project to the possible interviewee.
· Interview a Spanish Speaking person, record and edit the interview
The outcome of the project will be a magazine with a collection of stories from people in the community that have a Spanish origin. The magazine will be donated to the Heritage Museum in Layton city and will be presented to Spanish learners in the district.
Students will help preserve memories of Spanish speaking families to contribute to the history of the community.
Project idea development and connecting with project partner
Culturally Authentic Resources
Entry event
Presenting the project to the students
Student´s own story
Finding people with latin origin to interview
Contacting interviewees
The interview
Story writing- final product
Making-of video
Feedback
Presentational assesstment
Interpersonal writing assesstment
Interpretative assesstment
Implementation information not specified.
Every family has a story and if it is not written or recorded, after a couple of generations it will not be remembered.
Learners will contact Spanish speaking families in their community to interview them. Once they obtain enough information, students will create a magazine with a collection of stories from people in the community that have a Spanish origin. The magazine will be donated to the Heritage Museum in Layton city and will be presented to Spanish learners in the district.
As students are developing the project, they will have to collect images and videos of the development of the project to present a making-of video with the magazine. The idea is to have a Community open house inviting people involved in the project as well as any Spanish speaking person. During the open house at the Museum, students will play the video.
The real audience for this project is Spanish learners in High Schools and Jr. High in Davis School District. All visitors to the Heritage Museum at Layton city.
Academically, learners will engage in sustained inquiry about Human Services (Family and Community Services Pathway), Education and Training (Teaching and training pathway), and Arts, A/V Technology and Communications (A/V Technology and Film Career Pathway and Visual Arts Career Pathway) in Spanish based on data and the learners’ interests. As the project unfolds, learners will use the target language to narrate and describe identity in their community using the Indicative, mostly in the present and past tenses and possibly the conditional. Students will learn and use vocabulary related to personal identity, nationalities, countries, ethnicity, and mass media. In additions, learners will use formal language.
Learners will be working in the computer lab when needed it.
Oral Interpersonal and presentational communication will be done in our language lab. Through this tool we will be able to ask learners questions about the evolution of the project and have them record their answers, we could also give them a prompt to check if they are understanding the content. Also, they will be able to practice the vocabulary and structures learned. They will need their phones to record interviews to use them later in their final product.
Written Interpersonal and presentational communication can happen via email or canvas. Discussion can be made in canvas.
Any shared tool could be used.
Powerpoint presentations will be very helpful for them and for teachers as well.
Students will use the calendar on canvas, to check daily tasks and to follow up next steps of the project. There will be links to important documents and resources on canvas.
Kahoot games could be played.
Flipgrid will be used to record short videos with the process of the project and to give feedback to peers.
Culturally Authentic Resources:
1. Learners will develop curiosity about the identity of ethnic groups by engaging with a book called “Me llamo Rigoberta Menchú y así me nació la conciencia” about the biography of Rigoberta Menchu. She was a Guatemalan's indigenous woman whothat had a difficult life due to abuse.
2. Learners will develop curiosity about factors that influence personal identity by watching the video “identidad personal su proceso de construcción”
3. Learners will develop curiosity about the identity in other Spanish speaking countries by reading an article called “Argentina su identidad y su costumbre” about identity and traditions in Argentina from Veintemundos magazine.
4. Learners will obtain background information about identity and elements that influence identity by watching a documentary about the identity of Carlos Gardel being born in France, raised in Uruguay but worked in Argentina and died in USA.
5. Learners will obtain background information about the abuse of ethnics in Guatemala from a book called “Me llamo Rigoberta Menchú y así me nació la conciencia” about the biography of Rigoberta Menchu. She was a Guatemala's indigenous that had a difficult life due to the abuse.
6. Learners will obtain background information about how to do a good interview by reading an article and watching 2 videos about some advice.
7. Learners will then explore different viewpoints on identity presented in a book called “Cuando era puertorriqueña” about a puerto rican girl that had to move from Puerto Rico to New York and also they could watch fragments of the movie The Mission- in Spanish where they can analyze the mix of Catholic with native traditions in Paraguay.
8. Learners will also compare and contrast cultural perspectives on identity based on a book “Cuando era puertorriqueña” about a puerto rican girl that had to move from Puerto Rico to New York.
9. Learners will also compare and contrast cultural perspectives on the identity of the peruvian community by reading the article “La letra del himno por Rafael Rey” about how peruvians feel about the lyrics of their hymn. There was a polemic about it due to how it talked about the history of Peru. There is a lot of information in this article about the identity of peruvian.
10.Learners will explore cultural perspectives on identity by watching authentic spanish videos for language learning choosing the topic identity.
Resources:
· Video about Carlos Gardel:
https://www.youtube.com/watch?v=oVcoEeqqDTs
· Article about Argentina: Veinte mundos http://www.veintemundos.com/magazines/10-de/vida-latina/
· Article about peruvian identity: http://elcomercio.pe/opinion/colaboradores/letra-himno-rafael-rey-noticia-1827873?ref=flujo_tags_557050&ft=nota_1&e=imagen
· Video: “identidad personal su proceso de construcción:
· Article: “Identidad y nuevas tecnologías: repensando las posibilidades de intervención para la transformación social”
· Article: “Consejos para hacer una buena entrevista”. http://estudiantes.elpais.com/programa-al-dia/ver/consejos-para-hacer-una-buena-entrevista
· Video: “Las claves de las entrevistas” by Profesor Javier Pérez de la Silva. https://www.youtube.com/watch?v=BZHbYo-gmRI
· Vídeo: “Teoría y técnica de la entrevista” https://www.youtube.com/watch?v=xQgUhsf1BXw
· Cuento de Mario Benedetti: “El otro yo” http://ciudadseva.com/texto/el-otro-yo/
· Minicuento de Borges: Borges y yo http://ciudadseva.com/texto/borges-y-yo/
· Theater: La isla amarilla http://ntic.educacion.es/w3/recursos/secundaria/optativas/teatro_hoy/pedrero/pedrero.htm
Authentic Spanish videos for language learning http://www.coerll.utexas.edu/spintx/search/content/?f[0]=im_field_topics%3A25
The entry event of my project will be to have students think about six objects that define them, later they will have to choose the three more important for them. Students will reflect their thoughts by writing about it, either on Canvas or their journal. They will need to justify why they chose those objects.
Then, learners will do a show and tell activity. This activity will be also good to “get to know each other”. Students will have to take notes about their peers´ objects.
There will be a lot of interpersonal communication by talking with other students and presentational written communication by writing in their journal before presenting their objects.
After that, with their partner, students will have to decide which three objects (from the combined 6) identify both students. Furthermore, the two students will group with another pair so then they will again have to choose three objects. They will need to practice persuasive arguments. You could keep going and going with this activity until the class chooses three final objects.
At some point (it could be at the end or in the middle of the activity), the teacher could play the role of being the “conqueror” to dictate what objects students will need to “remove” from their culture. In addition, the conqueror will impose one object that students will need to incorporate to their daily life.
This activity will intent to introduce the analogy of what happens when two cultures coexist together and how a conquest could feel.
Finally, students could also do a 2-4 minute oral presentation in the language lab about the whole process.
Students will use google slides to create a presentation about how to adopt in their own culture the object imposed by the conqueror.
Students will watch two videos about family stories in which the end is uncertain due to lack of information of their relatives.
Students will talk about the content of the videos and will brainstorm, how can they help those people to preserve the memories of their families?
Students will use Padlet to share their answer to the driving question.
Students will interview their parents to find out about their family history.
Students will share their finding by recording a short video using Flipgrid.
Students will watch peer´s videos to give feedback.
Use flipgrid
Students will need to think about how are they going to find Spanish Speaking people willing to be part of their project.
Students will write in their journal possible ways of finding people in their Community. Later, they will share with few peers.
With the partner of the project, students will fill a google form with information about the possible interviewee.
The teacher will share the spread sheet in the following class.
Used language lab to share their thoughts with peers and with the whole class.
Google forms to record possible people to interview.
In order to contact someone students might not know, they will write a formal email.
There will be a lot of scaffolding for this activity, such as how to use "tu y usted" and the formal structures for an email.
Students will write individually an email to a possible interview explaining the project, asking to collaborate in it and giving some ideas of the questions they will ask during the interview.
There will be a peer review in class and a resubmission for teachers to grade.
Students will use canvas to submit the email.
In order to be prepared to interview:
1. Students will watch few videos about how to conduct a good interview and what things you should never do during an interview as an interviewer or interview
2. Students will record a short video representing a bad interview
3. There will be a class reflection on this activity
4. Students will learn from a guest speaker (College professor expert in journalism) how to interview.
5. Students will have some questions (already prepared) to interview the guest speaker
6. Student will practice interviewing peers in another High School using Skype for bussiness
7. Students will get feedback from the practice interview
8. Students will interview a target language adult to practice
9. In pairs, students will prepare the questions for the final interviewee
10. The interview will be recorded and the video edited
Skype for business
Cell phones to record
Adobe Spark to edit the video
Students will write the story of the Spanish speaking person that they interviewed.
They will narrate in the past tense the story of that person.Students will write a draft, they will do a peer review and finally, they will be given feedback from the teachers.
Once the story is written properly, students will create the magazine.
Students will create a video for showing the process of the project. The goal is to play it during the open house at the Heritage Museum.
Video editor
Learners will receive feedback about the development of their TARGET LANGUAGE SKILLS through:
Every day students will talk about either content of the unit or any authentic resources studied in class the day before or future events related to the project.
Weekly journal about the process of the project.
In addition, learners will receive feedback about the development of their INTERCULTURAL COMPETENCE through:
Students will record their practice interview with a peer. Another student can give feedback about their skills and language during the interviews.
After the interview, using whiteboards in class, the teacher will ask them to write a sentence about any surprising detail that they came across during the interview.
Learners will also receive feedback about their progress toward project learning outcomes through (list at least 2 formative assessment activities you will use to provide feedback to learners that will improve the development of their CAREER-RELATED CONTENT KNOWLEDGE and 21st CENTURY SUCCESS SKILLS).
Learners will need to agree on the questions to ask during the survey. The teacher will be watching their conversations to finally come up with an agreement. The teacher will take notes to give feedback on the process. Learners will need to show leadership and use persuasive arguments.
Since students will be recording the different steps through the process, the teacher will ask at a certain point to upload one or two short videos. The teacher will give feedback on how the language is used during the video if the video is well recorded or they need to pay attention to volume, or recording moving to much the camera, etc…
The culminating product for this project will be a short story in Spanish. The product will be evaluated by the teachers using the rubric for presentational communication rubric from ACTFL for advanced learners.
Before doing the oral presentation, students will create an infographic about how to do a good oral presentation.
Students will discuss what they learned.
After working on the first activity, adopting an object from another country, students will present three slides in groups. Each student will present for one minute.
Students will be graded using ACTFL advance low presentational rubric.
Google slides or any presentation tool.
Infographic tools; canva and picktochart
Students will reply to an email sent by the principal of the school. They will explain all the process of the project. They will need to use narration in the past tense.
Students will read about immigration and answer questions about it.
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