¿Por qué mudarse a Henrico?- 8010

TIPC Ratings

This skill was not a focus on our lesson. However, students did view a Youtube video about displaced Haitian students who are attending school in Miami to set some background knowledge for the assignment.

Students used shared Google Docs to collaborate online in real time. They set norms for their groups and tasks to complete work. Students also used a provided planning document to collaborate and make their ideas come to life. At the end of the class period, students reflected to set tasks for the next day’s work and also reflected on the lesson as a whole through the use of a Google Form.

Students were asked to collaborate on the authentic task of creating a product to encourage displaced students to come to Wilder. In this process, students really had to think about what the immigrants would be looking for and what the school has to offer. Students used these higher level questions to dig deeper and apply that knowledge to the creation of a promotional tool that would draw them to attend Wilder and move to the Richmond area. Students further had to apply their knowledge of Spanish to convey these ideas as they were asked to produced all items in this language they are learning.

As students choose to create their promotional product, they reflected upon their existing knowledge of what makes Wilder a great place and what would appeal to a specific Hispanic culture. As they completed their original works, students incorporated an array of choices in how to present their ideas. Each day they reflected on their work and set new goals for completion.