Summary
Students learned about family structures, both immediate and extended family vocabulary. In this unit we covered basic family vocabulary, possessive adjectives, telling age/birthday in 3rd person singular and describing family members using comparatives. Throughout the unit, the students had checkpoints to complete on the video project. At the end of the unit, the student submitted a completed video project which included pictures, written and spoken sentence structure and pronunciation.
TIPC Ratings
Approaching: The teacher modeled strategies to guide student investigation and designed challenges that promoted synthesis of resources to address an authentic task. She supported students as they acquired, evaluated, and
applied information. The students selected the most appropriate digital tools and information sources. They assembled and organized information to address authentic tasks.
Developing: The teacher provided opportunities for the students to work in groups, but every individual has different family members. They worked together to share resources, help with the product creation, and teach each other how to create using the digital tools, but each student created his or her own final project.
Approaching: The teacher asked higher order questions and the students had to synthesize many aspects of the Spanish language to create the products. They had to include correctly spoken, conjugated, and punctuated sentences in Spanish, including multimedia elements and addressing an authentic task.
Ideal/Target: The students could choose almost every aspect of this creative project. They could use actual pictures of family members or include those of celebrities/famous people. They could use any digital tool they felt was appropriate for the project and did not have to adhere to strict project guidelines.
Download Files
- Lesson Plan
- Project Planning Guide
- Project Guidelines Sheet
- Student Artifacts
