Learning Goals
Students will be able to compose simple written and spoken Spanish self-profiles using greetings, identity vocabulary, community terms, and present-tense forms of ser, llamarse, tener, gustar, and vivir to communicate identity and belonging.
Students will be able to investigate consenting Spanish-speaking community partners and public places through focused questions, short texts, and direct conversations to understand connections among identity, school, and neighborhood.
Students will be able to synthesize research and interview evidence into Spanish labels and captions that explain how public neighborhood places and consenting community partners connect to students’ identities and school lives.
Students will be able to refine Spanish identity statements, interview questions, pronunciation, and visual designs in response to peer and community-partner feedback to better meet the needs of a real audience.
Products
Revised Spanish Identity Card and Audio Portfolio
Each student creates and revises an illustrated identity card with A1 Spanish self-profile sentences, a brief community connection, and evidence from a partner interaction or approved source. Three short weekly audio reflections and revision notes document growth in speaking, listening, and responsiveness to feedback.
Spanish Community Connections Map and Fiesta Presentation
Teams use approved public information and conversations with consenting partners to create a neighborhood map with Spanish labels and captions, without identifying or locating private individuals. At the Community Connections Fiesta, team members present the map, explain identity and school connections in simple Spanish, and show how partner feedback shaped revisions.
No rubric has been generated yet.