TIPC Ratings

APPROACHING – Students will research authentic topics such as: PETA- Animal Protection, Recycling, Water Pollution, Sound pollution, Go Green, Natural Resource Conservation, Discrimination, Handicap Protection, Homeless, etc. They will be looking for ways to convince the Hispanic public to be more responsible and conscious of our environment. Students must cite the sources that they have used in their public service announcement and video. They also must learn and choose at least 10 Spanish vocabulary words and include them in their video along with 5 appropriate phrases in the subjunctive form.

APPROACHING – Students will work with a partner to create a Public Service Announcement for a humanitarian or environmental cause. They will collaborate electronically by creating one PSA using Glogster, Prezi, Google Docs Presentation, or another form of media. Students will work on the project both within the classroom as well as outside the classroom. They will also appear and speak Spanish in a 2-minute video which will be embedded in their PSA. And, they will include written Spanish subtitles for all dialogue in the video. Additionally, they will have to communicate what they want the public to do using the subjunctive form. Students will turn in the link to their PSA using a SchoolSpace discussion board. They will also present their PSA to the class. Classmates will evaluate each project and based on the peer results, one group will win a prize.

APPROACHING – Students will use higher order thinking skills to persuade the Hispanic public to be more responsible and conscious of our environment. They will be using several digital tools to create their PSA and video. Students will have to learn appropriate Spanish vocabulary words and the subjunctive form and apply these in their project. Students are using critical thinking skills to address an authentic humanitarian or environmental issue.

APPROACHING – Students will creatively make an original Public Service Announcement using Glogster, Prezi, Google Docs Presentation, or another form of media along with a video – all in Spanish. They will have to research, communicate/collaborate, and apply critical thinking skills to address the humanitarian or environmental issue. There is also a peer review process where classmates evaluate each project in the following categories: grammar, creativity, and persuasiveness.

TIPC Ratings

TThis lesson scores approaching in the area of Research and Information fluency. The teacher designed a challenge that asked students to work within a budget to plan their spring break for a “mock” contest. Students researched possible activities using search engines and developed a written plan that was posted to the class blog.

This lesson scores in approaching for Communication and Collaboration. The lesson includes students working together in student selected pairs to create a post for the class blog. This post will be written complete in Spanish in the future tense which is a critical part of this lesson. Students will also complete a self reflection form using google docs.

This lesson scores in approaching for critical thinking and problem solving. The teacher has designed a authentic task in which students are competing in a radio contest to win money. In order to win this money students have to critically think about budget and compromising over decision on how to allocate their funds.

.This lesson scores in approaching for creativity and innovation. The teacher created a lesson where students must synthesize their research in a collaborative setting to develop the plan for their vacation. The students created that plan and posted it to the class blog. They then voted and commented on the most original idea.

TIPC Ratings

Students spend a significant amount of time researching their conflict and resolutions. They share this information with each other and with those visiting their website.

Students communicate through the use of google docs to collaborate on this assignment. Upper level students help the lower level students through this communication. Also, students share their websites with organizations that can offer feedback.

Students are presented with a real-life issue and must determine situations that can come from that overarching issue as well as determine the best solutions for those problems.

This lesson allows students to create a product that can be used by others. They had the freedom to design and create their site to best accomplish their goal.

TIPC Ratings

Developing because students utilized prior knowledge and or teacher and peer support to find and evaluate resources and apply those skills. Students used available, provided, and found resources to help them with the sports narration.

Developing because students communicate ethically within and beyond the classroom using a variety of resources to complete the narration. Student communication is partially teacher directed and the tools used were limited.

Approaching because students use resources to solve problems which have multiple solutions; then reflect on the product. The task was authentic, and students created their own questions and responses.

Approaching because students apply critical thinking and research methods to create work containing elements of originality and teacher-defined requirements in an authentic task. Students used the video and audio tools to create the narration.

TIPC Ratings

Approaching- Teacher models strategies to guide student research by sharing her photo presentation, showing how she found and put together her collection of photos. The teacher creates challenges that promote synthesis of resources to address an authentic task and supports students as they acquire, evaluate, and apply information. Students select the most appropriate digital tools and information sources. They assemble and organize information to address an authentic task.

Approaching: The teacher models a range of communication methods and digital tools. She designs challenges that promote collaboration within and beyond the classroom to address an authentic task. She teaches students how to collaborate purposefully without direct supervision. In addition, during the beginning presentation of photos of Spain, the teacher shared photographs sent to her by a friend who is a native Spaniard, a former VIF teacher from Henrico County.

The students select appropriate digital tools to communicate and collaborate with peers and experts, regardless of time zone or physical distances. They reflect on their roles as communicators and collaborators and set goals for future growth. For privacy reasons, these personal photographs were only shared with the students in class and not attached to this Henrico 21 lesson plan. The students were excited to know that their presentations would be shared with the teacher who lives in Spain and were looking forward to receiving similar photo presentations from that teacher’s students who are studying English in Jaén, Spain.

Approaching: The teacher facilitates and formatively assesses authentic tasks where students are engaged in meaningful questioning, critical thinking and problem solving. The critical thinking that the students are engaging in is related to technology; there are many planning steps involved in choosing the pictures, planning their poses, and then problem solving to make the photos seem realistic. They experience trial and error and practice anticipating how certain angles and positions in front of the green screen affect their final product. Students are learning to hone their crititcal thinking skills related to manipulating photographs and this skill will be beneficial to them no matter what career they end up pursuing.

The teacher develops, facilitates and assesses a learning environment where students are engaged in
creativity and innovation. The students find the green screen work to be delightful since what they are doing taps into their innate desire to create something that says who they are and that reflects their best work to be shared with others. The students synthesize existing and self-generated knowledge to create new ideas and products within and beyond assignment parameters. They also reflect on the creative/innovative process and set goals for future growth.

TIPC Ratings

Students worked in groups of 2 to determine what research tools and sources were appropriate to complete their task. Students assembled and organized their information to write a formal research paper containing at least 5 paragraphs comparing and contrasting the environmental problems of Central Virginia with those of another country of their choosing.

Students worked with a partner or partners of their choice to create a formal written document stating their research on the environmental issues of their chosen country. Students then shared their findings with their class using a digital tool of their choosing. Students then formed collaborative groups of 4 to produce, in digital format, a plan to help solve the environmental issues they hoped to solve.

Students researched and compared the environmental issues that were common of a country of their choice to the environmental issues that are common to where they live. Using digital tools of their choice, students presented their findings to their class and formulated a plan on how to solve these issues.

Students had to determine what environmental issues that were common to different parts of the world and compare their issues with the environmental issues faced where they live. Using their research, they presented their finding to their class using a digital tool of their choice. Students then had to formulate a plan to help solve the environmental issues they researched.

TIPC Ratings

Developing – In this lesson, students looked up words that they did not know or cannot recall in Spanish. The teacher introduced students to online resources such as www.wordreference.com and www.tomisimo.org which are information databases and online dictionaries. The teacher instructed students on how to navigate these sites and how to identify which definition listed is the correct one based on context clues. Students utilized these sites in order to improve their writing skills and expand their vocabulary. Students are prohibited from using online translators in world language classes but are allowed to use online resources like dictionaries or databases. Through this lesson the students familiarized themselves with how to appropriately and correctly look up words online using these websites.

Approaching – The overarching goal of this activity is effective communication in the Spanish language. Students utilize technology such as Audacity in order to create a recording about themselves. The goal was to express a description of one’s self and one’s interests such that others could guess who it was. Also, students collaborated throughout the peer-editing process (during the writing peer editing and the speaking peer editing). Students critiqued each other’s work and provided feedback to help improve the final product. The teacher provided the framework in which students communicated and collaborated by establishing the rubric and giving out the “Feedback Form” but students worked independently to peer edit each other’s work. Students used digital tools like Audacity to play back their work several times to help each other understand the mistakes that were being made and identify ways to improve speaking skills.

Ideal/Target – Through the peer editing process, students utilized critical thinking skills to identify and correct errors in each other’s work. The assignment required students to synthesize much of the material learned the prior year in Spanish I in order to produce an authentic, grammatically correct, fluid description of one’s self. Students had to draw on many different grammar, reading comprehension, and listening comprehension skills in order to not only understand, but also identify errors in other student’s work. Furthermore, students used problem solving skills in order to help each other correct the errors and/or research the concept/word. At the end of each peer editing phase and at the end of the overall projects, students were encouraged to reflect on their performance and the feedback given by their peers in order to set goals to work on improving specific speaking/writing skills over the course of the marking period.

Approaching – In this assignment, not only did students create a meaningful, authentic work sample in which they utilize the Spanish language to express information about themselves; students also synthesized prior knowledge, looked up unfamiliar words, and critiqued each other’s work in order to produce the best possible final product. This assignment was open-ended and is all about self-expression using the Spanish language. It is an effective “get to know you” activity for the beginning for the school year (for the teacher to get to know the students and for the students to get to know each other). The teacher modeled strategic risk taking by playing a variety of sample recordings about celebrities.

TIPC Ratings

Approaching

Target

Developing

Approaching

TIPC Ratings

Students are gathering information from teacher selected websites to create a presentation describing their adventures in a Spanish Speaking country .  Students can search for other sites and information if they choose.  THe type of research that they are doing includes prices for travel, pictures, and places of interest.

Students are working together in pairs to create a presentation sharing their travel plans. In addition to working in teams, students are required to include a audio segment to their presentations.

In this project students are expected to plan and virtually complete a vacation in a Spanish speaking country.  This task is authentic in nature as students must research the country, determine travel arrangements, and find places of interest.  All of these tasks require them to both Critically Think and Problem Solve.

This lesson scores approaching for Creativity and Innovation.  While students are somewhat limited in their choices for presentation styles, they still have the several options that allow for multiple learning styles.  In addition the teacher has prepared a lesson where students are synthesizing their learning to create an original work.

TIPC Ratings

No Score: This project would not be scored in the Research and Information Fluency as it does not lend itself to this particular category.

Developing:   The teacher has created an authentic task where students are working collaboratively with their peers to create a media presentation for NASA.  The product will be created using several different multimedia tools such as (but not limited to): Windows Movie Maker, ActivInspire, Audacity, and MS Word. When the collaborative teams are finished students will share their presentations.

Approaching:  In this lesson the students are required to take their knowledge of Spanish and apply it to a scenario where they are required to communicate in Spanish with a Martian on a new planet.  Students must critically think about what they will say, how they will say it, and describe what they see when they get to the new planet.

Approaching:  In this lesson the teacher has designed an opportunity for students to synthesize their learning into the creation of a multimedia presentation.  Not only will they create a script in which they communicate in Spanish; they will also create a Martian and describe it in detail.  They will then combine the script and the visual artifact to create a multimedia presentation.