Students will launch the project by listening to authentic migration stories, analyzing how identity and memory can be represented in Spanish and watercolor, and beginning their first evidence-based story map and interview plan for a family member.

Students will analyze migration narratives in Spanish, practice and conduct a family interview using preterite and imperfect forms, synthesize interview evidence into an empathy artifact, and draft an early visual story map that links family history, identity, and community themes for a later watercolor canvas.

Students will synthesize interview evidence and class texts into a clear design brief for identity and migration storytelling, generate several watercolor canvas concepts, test those ideas through structured peer critique in Spanish, and choose one direction to carry into prototyping with documented revisions tied to user needs and story clarity.

Students will refine their watercolor identity canvases through two documented feedback-and-revision cycles, test story clarity with peers and community-connected viewers, strengthen Spanish narration using preterite and imperfect, and prepare a stakeholder-facing prototype presentation that traces design decisions back to interview evidence, Esperanza, and community migration themes.

Students will present their finished watercolor canvases and Spanish migration narratives to an authentic audience, explain how interview evidence shaped their artistic and language choices, document feedback from viewers, and reflect on how their family story, identity, and community connections evolved through revision and public sharing.