Project Design Project Title: Celebramos la Navidad en Méxcio Author: Amanda Work Target Audience Subject: Spanish I Grade: 8 Proficiency Level: Novice Low Proficiency-Based Language Functions: o Present Tense-answer practiced/rehearsed questions o Describe places/surroundings o Understand the main ideas-oral and written o Express likes/dislikes o Express basic needs/wants o Ask and answer basic questions o Give and respond to simple directions What is worthy of understanding? o How to vacation on a budget o Spanish is a relevant skill for personal enjoyment What do I want them to remember about this unit after they complete the unit? o Travel vocabulary o How to create a understandable budget/itinerary o Mexican culture (Christmas traditions and famous locations) Project Idea: Students will plan, coordinate, and budget a week long trip to Mexico. Findings will be presented through a formal PowerPoint presentation. Entry Event: Employment recruiting flyer (can be seen laid out through the entry event attachment) Setup as flyer from the company iExplore o Paragraph describing the employment responsibilities iExplore is looking to expand its travel opportunities. Due to the recession iExplore has noticed a downturn in world travel sales. iExplore employs only the most knowledgeable world citizens. Therefore, you have been chosen to plan a Mexican Christmas vacation. The best planned vacation packages will be featured by our company and the creators will be employed iExplore. Power Standards: M.O.A1.2.3, M.O.A1.2.16 (Algebra 1) Content Standards & Objectives: Objectives Directly Taught or Identified Learning Targets Evidence of Success in Learned Through Discovery Achieving Identified Learning Target FL.O.LI.2.07 identify objects, Students will include objects, Students have included objects, images, products, and images, products, and symbols images, products, and symbols symbols commonly commonly associated with the commonly associated with the associated with the Mexican culture in trip itinerary. Mexican on PowerPoint through target culture(s) (e.g., the use of authentic pictures and flags, foods, Spanish language. monuments). FL.O.LI.3.02 identify the cross- Students will identify and Students will orally express at least cultural relevance of common understand Mexican Christmas two sentences in Spanish pertaining customs and traditions (e.g., traditions. to Mexican Christmas traditions. holidays, saints’ days, birthdays). FL.O.LI.5.02 recognize the Students will plan an enjoyable Students will choose and plan day- potential benefits for personal vacation with an enriching to-day activities that suit their growth, enrichment, enjoyment and experience. personal preferences and will show career opportunities that result from these activities in their itinerary. study of the target language. M.O.A1.2.3 Evaluate data Students will successfully budget Students will present a written provided, given a real-world $5,000 throughout a week’s course. budget. situation, select an appropriate literal equation and solve for a needed variable. M.O.A1.2.16 simplify and evaluate Students will figure a daily balance Students will state daily rational expressions of budget. expenditures as well as continued add, subtract, multiply and balance. divide determine when an expression is undefined. 21st Century Skills: 21st Century Skills Learning Skills & Teaching Evidence of Success Technology Tools Strategies Information and Google Earth Direct Instruction Using Google Earth to map a Communication (initial presentation) route of vacation travel based on Collaboration (student itinerary events groups) Thinking and Microsoft PowerPoint Collaboration (student Students will create a Reasoning Skills groups) PowerPoint of at least 5 slides of daily travel activities. Personal and Small groups Collaboration (student Project Development Workplace Skills groups) Performance Objectives: Know o Present Tense-conjugate verbs o Adjective placement and agreement o Understand the main ideas-oral and written o Understand “Gustar” and direct objects o Correct use of “Preferir” and/or “Querer” o Understand question words: Qué, Cómo, Cuándo etc. o Know cardinal directions: norte, este, sur, oeste o Use Google Earth, Microsoft Office PowerPoint o Successful Communication with peers, facilitators, community members Do o Answer practiced/rehearsed questions in the present tense in Spanish o Describe places/surroundings o Express likes/dislikes o Express basic needs and wants o Ask and answer basic questions o Explain cardinal directions o Map travel route using Google Earth o Create a PowerPoint of at least 8 slides o Work and get along with group members o Gives a professional presentation Driving Question: How would you plan a Christmas vacation to Mexico when you only have $5,000 to spend? What activities would be included on the vacation? Assessment Plan: Trip Itinerary Major Group Products Travel Representative Presentation Trip Budget PowerPoint Storyboards Daily Itinerary Major Individual Projects Work Ethic (Participation/Contribution) Evaluation Vocabulary Quizzes Unit Test Homework Warm-ups (Bellringers) Reflective Journals Assessment and Reflection: Rubric(s) I will use: (Check all Collaboration x Written Communication X that apply.) Critical Thinking & Problem X Content Knowledge X Solving Oral Communication X Other Other classroom Quizzes/ tests X Practice presentations x assessments for learning: Self-evaluation X Notes Peer evaluation X Checklists/observations X (Check all that apply) Online tests and exams Concept maps X Reflections: Survey Focus Group Discussion X Task Management Chart X Journal Writing/ Learning Log Other Map the Project: Product: Knowledge and Skills Already Have Learned Taught Before the Taught During the Needed Project Project 1. Present Tense- X conjugate verb 2. Adjective placement X and agreement 3. Understand the main X ideas-oral and written including cultural information 4. Understand “gustar” X and direct objects 5. Correct use of X “preferir” and/or “querer 6. Understand question X words: Qué, Cómo, Cuándo etc. 7. Know cardinal X directions: norte, este, sur, oeste and travel/location vocabulary 8. Use Google Earth, x Microsoft Office PowerPoint Resources: School-based Individuals: World Language Staff, Math Department Staff, Technology Representative Technology: Microsoft Office Suite (PowerPoint/Word), Google Earth, Laptop & LCD Projector for presentations Community: Travel Agents, Mexican/Mexican-Americans, Parents, Spanish Professors from local University, Parks and Recreation Expert Materials: Internet Access, Computers equipped with Microsoft Office Suite & Google Earth, PowerPoint Storyboards, Rubrics, Project Guidelines, Entry Event Manage the Process: The groups are comprised of 4 students using a modified jigsaw method in where high, average, and low achievers are paired; these groups are designed by the teacher. Each group will create a contract agree upon by every member that outlines group expectations. Students will plan a trip and activities by using the Internet and collaboration. During group collaboration the teacher will circulate in order to maintain group cohesiveness as well as ensuring all learning objectives is met. Students will reflect upon every step of the project planning process by way of journaling. Through the self-reflection students can reflect on the project and how they personally contributed to the overall process. Being that the target students are novice low language learners students will have very limited language knowledge prior to the project. Students should have mastered verb conjugation in the present tense as well as an understanding of pronouns. They will also know adjective placement and agreement. Students will be aware and be able to use cardinal directions in Spanish. Students will understand and be able to relate to question words in Spanish. During the project lessons will focus on understanding the main idea from authentic material both written and oral. Students will also learn the proper construction and appropriate use of perferir, querer, and gustar. After projects have been mapped the students will use PowerPoint and Google Earth any application questions will be answered by peers and/or teacher. Differentiation will depend on student needs. All accommodations stated on Individualized Educational Plans will be followed throughout the project. Other accommodations can include but are not limited to hard copies of notes, hard copies of directions on how to use technology, and one-on-one review time with struggling students. Project Evaluation: After project completion two class periods will be devoted to project debriefing. These activities will be personal written reflections in where the student looks back at their project and comments on the groups and personal successes/failures. Each student will complete a rubric on collaborative work skills in where they evaluate every member of the group. This evaluation will serve as a participation/collaboration grade for each student. The students will also engage is respectful open discussion in order to discuss the project and how those skills can be applied to future projects or real life situations. Project Guidelines: Due to the fact that the students are eighth graders who have never encountered PBL the guideline are very specific to ensure that all students meet the project expectations. The Spanish components are in bold text so the students will remember what parts of the project will be presented in the target language. Project Guidelines Your team has been selected to develop and propose a travel itinerary and budget for potential travels to Mexico during the Christmas season. Since everyone will be contributing an important part to the presentation, the project requires collaboration among all team members. When planning your trip remember to keep in mind the following guidelines. You have a budget of $5,000 which will cover all travel expenses, activities, and any purchases. The trip will last for a total of seven days in which you will plan all modes of travel, activities, and all purchases such as food. No work will be accepted after the due date. This also includes the presentation meaning that your group will present on the assigned day with no exceptions. Your team will create a formal PowerPoint presentation of at least 8 slides that includes: 1) Introduce Mexican Christmas tradition using simple present tense Spanish sentences. 2) Explain airfare of trip (arrival/departure) and remaining balance for trip activities a. Be sure to include where price came from (Internet based travel company) 3) Label each day of the trip using Spanish 4) On each slide write at least one sentence in Spanish describing the day’s activity and location. Use simple present tense. 5) At least one graphic of day’s activity/location on each slide 6) Include total cost of daily expenditures on each slide and remaining balance 7) Explain the group’s reason behind each days planned activities in Spanish. This can be a preference statement. 8) Use Google Earth to mark route and show route to class 9) State total amount spent and persuade why iExplore should select your itinerary. Rubrics: The below rubric will be completed by the expert panel during the presentation. The total value is 100 points. Presentation Rubric Does Not Meet Approaching Meets Standard 11- Above Standard Standard Standard 15 16-20 1-5 6-10 Collaboration Rarely listens to, Often listens to, Usually listens to, Almost always listens shares with, and shares with, and shares, with, and to, shares with, and supports the efforts of supports the efforts of supports the efforts of supports the efforts of others. Often is not a others, but sometimes others. Does not others. Tries to keep good team player. is not a good team cause "waves" in the people working well member. group. together. Critical Thinking & Does not try to solve Does not suggest or Refines solutions Actively looks for Problem Solving problems or help refine solutions, but is suggested by others. and suggests others solve willing to try out solutions to problems. problems. Lets others solutions suggested do the work. by others. Oral Communication Does not formulate Makes no more than Makes no more than Makes no more than oral and written six to eight mistakes three to five mistakes two mistakes on oral presentations using a oral and written oral and written and written limited range of presentations using a presentations using a presentations using a simple phrases and limited range of limited range of limited range of expressions based on simple phrases and simple phrases and simple phrases and very familiar topics. expressions based on expressions based on expressions based on very familiar topics. very familiar topics. very familiar topics. Written There is no Spanish There is some All Spanish PowerPoint Communication present in PowerPoint Spanish present in requirements are presentation contain presentation. PowerPoint present in PowerPoint more than required presentation. presentation. Spanish elements. Content Knowledge Presented short Presented short Prepared and Presented longer material but no material but lacked presented short, material and preparation was well-thought personal written and preplanned evident. preparedness. oral communication. preparedness was evident. The below is to be completed by each student about each group member. This rubric along with anonymous work ethic vote will determine the group member who receives a team leader bonus of 15 points. Collaboration Rubric Category Does Not Meet Approaching Meets Standard (3) Above Standard (4) Standard (1) Standard (2) Contributions Rarely provides Sometimes provides Usually provides Routinely provides useful ideas when useful ideas when useful ideas when useful ideas when participating in the participating in the participating in the participating in the group and in group and in group and in group and in classroom discussion. classroom discussion. classroom discussion. classroom discussion. May refuse to A satisfactory group A strong group A definite leader who participate. member who does member who tries contributes a lot of what is required. hard! effort. Quality of Work Provides work that Provides work that Provides high quality Provides work of the usually needs to be occasionally needs to work. highest quality. checked/redone by be checked/redone by others to ensure other group members quality. to ensure quality. Time Management Rarely gets things Tends to Usually uses time will Routinely uses time done by the deadlines procrastinate, but throughout the well throughout the AND group has to always gets things project, but may have project to ensure adjust deadlines or done by the deadlines. procrastinated on one things get done on work responsibilities Group does not have thing. Group does not time. Group does not because of this to adjust deadlines or have to adjust have to adjust person’s inadequate work responsibilities deadlines or work deadlines or work time management. because of this responsibilities responsibilities person’s because of this because of this procrastination. person’s person’s procrastination. procrastination. Attitude Often is publicly Occasionally is Rarely is publicly Never is publicly critical of the project publicly critical of the critical of the project critical of the project or the work of other project or the work of or the work of other or the work of other members of the other members of the members of the members of the group. Often has a group. Usually has a group. Usually has a group. Usually has a negative attitude positive attitude about positive attitude about positive attitude about about the task(s). the task(s). the task(s). the task(s). Focus on Task Rarely focuses on the Focuses on the task Focuses on the task Consistently stays task and what needs and what needs to be and what needs to be focused on the task to be done. Lets done some of the dome most of the and what needs to be others do the work. time. Other group time. Other group dome. Very self- members must members can count on directed. sometimes nag, prod, this person. and remind to keep this person on-task. Preparedness Often forgets needed Almost always brings Almost always brings Brings materials to materials or is rarely needed materials but needed materials. class and is always ready to work. sometimes forgets ready. materials and needs to be reminded. Project Calendar: 43 minute classes (17 days from start to finish) Classes of 20-25 total students Project: Celebramos la Navidad en México Project Start Date: 12-1-09 Monday Tuesday Wednesday Thursday Friday Week 1 *Watch video *Hand out entry *Introduce travel *Research *Research example of a PBL event and make a vocabulary (Quiz possible activities possible activities class and discuss need-to-know on Tuesday) and locations for and locations for chart *Homework trip trip *Group creations, *Homework *Reflective contracts created journal on and tasks self/group’s assigned progress *Homwork Week 2 *Review Travel *Travel *Finish *Review gustar, *Conjugation and vocabulary Vocabulary Quiz researching preferir, and usage quiz on *Look at/Read *Introduce gustar, possible activities querer gustar, preferir, Travel flyers from preferir, and and locations for *Map out and querer Mexico querer trip PowerPoint *Reflective *Homework *Homework through the use of journal on a Storyboard self/group’s progress Week 3 *Create *Finish *Practice *Presentations of *Presentations of PowerPoint and PowerPoint and Presentations 3 groups remaining groups Google Earth Google Earth route route Week 4 Self Reflections Group Discussion Christmas Christmas Christmas & Collaborative & Reflection Vacation Vacation Vacation Rubrics Project Resources: Websites: Group/Student chosen Books: World Book Encyclopedias, Textbook Instructional Materials: Travel Vocabulary handouts with pictures, Conjugation chart with gustar and radical change examples Other Technology: Laptop, LCD projector to show conjugation on screen Parents & Community Volunteers: Not needed until presentation days Student Implementation Tools: Student Weekly Planning Sheet Student Learning Log (used weekly) Student Presentation Brief (to be completed before presentation practice) Project Milestones (to be completed by group during last reflection day) Group Observation Checklist (to be completed by teacher daily) Group Contribution Self-Assessment (used weekly) End-of-Project Self-Assessment (used during final reflection) Parent Letter: Dear Parent/Guardian: In an effort to make students more prepared for their lives outside of the classroom I will be implementing Project Based Learning (PBL) this year. This is a rather new initiative in the country as well as the state and your students will be pioneers in PBL in the foreign language classroom. PBL is an attempt to create new instructional practices that reflect the environment in which children now live and learn (Buck Institute for Education). More information about the history and reasoning behind PBL can be found at the Buck Institute for Education by their website http://www.bie.org/index.php/site/PBL/pbl_handbook_introduction/. Within my classroom our PBL unit will begin in December and will last the entire month until break begins which is a total of 17 days. The children will receive Spanish instruction alongside researching for their project. The class will still have individual as well as group projects and high expectations will continue to exist and be met during the project. The overall goal of the project is for students to see and understand and real world application of the Spanish language. I will need some of you to sit on our expert panel during the presentations so if you are interested please let me know. Also since this is a hands-on learning activity you are encouraged to ask any questions you may have as well as come to school and see the project implementation. Again this is a work in progress and new to the students so it will take time but I believe the real world experience and applications are worth the work. As always if you have any questions, comments, and/or concerns please contact me. Sincerely, Amanda Work email@example.com Project Resources Form Websites: http://www.univision.com/content/videoplayer.jhtml?cid=1990025 Instructional Materials: Lecture/Notes Quizzes/Tests Daily home works Final Project Other Technology: White board Projector Computer with internet access Parent and Community Volunteers Parents of students Community members who have had experience with team work Consultants/Experts: College journalism professor(s) from Shepherd Staff advisor/mentor/college students of Shepherd College News/Newspaper NBC 25 newscasters (Local News affiliate in the Martinsburg area). Local reporters from The Journal Administrators from the school to come and watch Business and Community Groups NBC 25 The Journal Newspaper Shepherd University Student Implementation Tools Student Weekly Planning Sheet Student Learning Log Student Presentation Brief Project Milestones Progress Report following an investigation Group Observation Checklist Group Contribution Self-Assessment Group Leaning Log End-Of Project Self Assessment MAP of project Week 1: Day 1: Introduction to project Assign groups Share entry event (questioning) Show project table Day 2: Handout project packet Review project requirements Go over driving question Introduce necessary vocabulary needed for project Students complete a handout on Vocabulary for homework. Day 3: Check homework with students on vocabulary Review vocabulary Introduce endings for gender In groups, students choose the scenario for the final project. Groups choose who will be the reporter and who will be the witnesses. Students turn in selected scenario and group members’ role. Students will then begin writing the group contact and turn those in. For homework, students create a list of adjectives to describe each person for the scenario they have chosen. Day 4: Review homework with students Introduce verbs “ser”(to be) and “tener” (to have). Complete a WS in classroom on “ser” and “tener” and be able to answer correct questions based on when you use the verbs. In groups, students describe what adjectives each person will possess in their chosen scenario. At the end of class for a grade, they will turn in these papers. Day 5: Vocabulary quiz over descriptive words Introduce how to pose questions in regards to describing people. Go over with students the correct way to ask and answer questions in the target language. Review with students the correct way to write a complete sentence in Spanish. (The correct subject/verb agreement and placement). Then in student groups, they will begin writing their rough drafts of project. They will write out a storyboard outline. At the end of class students will complete a student reflection. Week 2: Day 6: In groups, students continue to work on scripts for final presentations. When rough drafts are finished, turn it into the teacher to check. Students make modifications if necessary. Once students are given the okay, then they start working on their final drafts and start preparing for final presentations. When the final draft is complete students turn those in for a grade as well. Day 7: Students continue to work on final scripts for project. Begin practicing presentations Discussing on props/multimedia if necessary. Day 8: All students should have a completed final draft at this stage. Students will continue to practice for final presentations. Memorizing lines being ready to present without notes or not reading notes. Day 9: Dress rehearsal for final project Make sure students are all prepared Last day before presentations to the public and each other. Day 10: Presentations Week 3 Day 1: Evaluations: 1. Self assessment log from student 2. Group assessment for other group members 3. Extra Credit option Whole class Evaluation 1. Fishbowl Day 2: Watch video of final presentations in class 1. Evaluate themselves by what they see on the tape by responding to questions. 2. Self reflection by watching the video Day 3: Review what has been learned throughout the unit. Prepare for test Day 4: Test over vocabulary and grammar learned throughout unit.