Learning Goals
Students will be able to interpret authentic and class-created Spanish texts, images, and short audio about sports, hobbies, activities, and neighborhood places to identify key information and meaning.
Students will be able to describe and ask about what people do for fun in the neighborhood using beginner Spanish vocabulary and question/answer patterns.
Students will be able to compare neighborhood leisure practices in their own community with those in Spanish-speaking communities using Spanish and visual evidence.
Students will be able to apply the 7 elements of art to create clear sketches, symbols, and labels that communicate the feeling and function of neighborhood spaces.
Students will be able to collaborate to define an evidence-based design challenge for a bilingual neighborhood fun map using observations, interviews, and feedback.
Products
Bilingual Neighborhood Observation Sketchbook and Prototype Page
Each student creates a research-based sketchbook artifact that includes observation notes, a vocabulary bank, a brief user interview or photo analysis, and one labeled prototype page for a neighborhood fun map location. The page must show how Spanish and art choices respond to what people actually do in that place.
Bilingual Neighborhood Fun Map and Gallery Walk Presentation
Teams combine individual research into one shared problem statement and a polished bilingual neighborhood fun map with illustrated locations, Spanish captions, and a short oral presentation. The final product explains how the design choices reflect user needs, neighborhood observations, and comparisons to Spanish-speaking communities.
No rubric has been generated yet.