¡Vamos a la feria! / Let's go to the Fair!
by Stacy Amling
created on Jun 30, 2016 modified on Oct 10, 2016 02:08
Typical celebrations and fairs often have deep cultural ties that go far beyond the surface images and practices in which participants engage. In this project, community-college learners of Spanish will engage in an exploration of the similarities and differences some of the common celebrations in Spanish-speaking countries to that of the Iowa State Fair, one of our state’s most iconic events, in order to prepare a culturally appropriate marketing campaign in Spanish about the Fair. While visitors may be able to navigate the Fair without Spanish-language materials, this is our opportunity to collaboratively provide a more welcoming environment by supplementing the existing English language materials.
1. Key Knowledge and Understanding Grid, and Product Reflection Square - For an overview of the project's scope and intended outcomes, review the grid and product reflection square: more detail
2. Driving Question & Learning Targets - After learners engage in some cultural compare/contrast regarding festivals, we will discuss possible driving questions and ways to mitigate the lack of existing materials in Spanish for visitors. more detail
1. Entry Event: Compare/Contrast - Students (who are at the novice-mid to novice-high level) will watch two brief videos (without sound) featuring two different fairs and compare/contrast the features of two (or more) popular fairs and festivals--with at least one being from a target language-speaking community. more detail
2. Brainstorming / Generating Ideas - Now that students have begun to think about celebrations in Spanish-speaking countries, they can begin to brainstorm questions for our native-Spanish-speaking informants. more detail
3. Intercultural Exchange Interviews - To gain cultural insights, students will use prepared questions to interview our Spanish-speaking informants from the community. more detail
1. Scaffolding their Development - Numerous steps will be taken throughout the project process to ensure that students can be successful with their project. more detail
2. Drafting Spanish-language Materials - Based on the previous information collected and their own personal experiences, students will divide up the topics to be presented in Spanish and draft materials for Spanish-speaking visitors. more detail
3. Final Version! - Students will incorporate the feedback gleaned from the revision process and prepare a polished final version of the Spanish-language materials. more detail
1. Assessment Plan - The project will incorporate formative and summative assessments, often using rubrics that encourage self-assessment by learners in conjunction with the feedback from the instructor. more detail
