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Create a Cultural Understanding – Scripting your story

Type of Lesson: Audio

Discipline and Topic – Spanish Level 4 – Hispanic Heritage Month/ Scripting in Spanish

Target Population –

Grade Level: 10-11th grade

Population Characteristics: Students are honors level students who are enrolled in course 4 Spanish.

Lesson Groupings: Individual

Curriculum Links –Students in Spanish 4 have been taking Spanish for at least 4 years previously, and are now at the point in their education where they need to be using Spanish in a more fluent manner than stilted conversations. This lesson is part of a unit which explores Hispanic Heritage Month and has been preceded by many in which the students have identified important information about a country of Hispanic descent and gathered images to support their findings. This unit is the first of many which asks students to have full streams of consciousness in the Spanish Language.


Objectives –

Students will be able to….

Create a storyboard for a photostory

Create a narration script for a photostory without the use of an online translator

Demonstrate their ability to speak in the Spanish Language

Identify the source of their information using MLA style

Identify the source of images using MLA style


Media Literacy Objectives –

4. Employ curriculum-specific simulations to practice critical-thinking processes. (1, 4)

8. Model legal and ethical behaviors when using information and technology by properly

selecting, acquiring, and citing resources. (3, 5)


Materials and Timing –

Lap Top cart with internet access and PhotoStory 3

Two 45 minute class periods

Scope and Sequence –

Students have already conducted research on a country of Hispanic Heritage and must now assemble what they have gathered into a Photostory. Students will be given two days to write and record their script and storyboard for their photostories. The Spanish teacher will be present to help with translations, while the librarian is available to help with technical difficulties and MLA citation style. Students have already been told that there are no minimum requirements for length, and that it is up to them to determine how much information is necessary to give us an understanding of what life is like in their assigned country.


Supplemental Materials –

Student conducted research

Example storyboards


Evaluation of Students –


Objectives

1 point

2 points

3 points

Create a storyboard for a photostory

Student creates a storyboard that contains their images and/or notes on what they wish to say

Student creates a storyboard that contains most of their images and what they wish to say

Student creates a storyboard that contains all of their images and notes on what they wish to say

Create a narration script for a photostory without the use of an online translator


Student creates a narration script that contains some or all of the information they wish to record BUT consults an online translator

Student creates a narration script that contains most of the information they wish to record AND consults the dictionary and/or teacher for translation help

Student creates a narration script that contains all of the information they wish to record AND consults the dictionary and teacher for translation help

Demonstrate their ability to speak in the Spanish Language


Student demonstrates little ability to speak fluidly in the Spanish Language, is stilted and/or speaks little

Student demonstrates some ability to speak in the Spanish language but does so intermittently or stiltedly

Student demonstrates their ability to speak in the Spanish Language by speaking fluidly


Identify the source of their information using MLA style


Student identifies the sources of little of their information or does not use MLA style

Student identifies most of the sources of their information in mostly accurate MLA style

Student identifies the source of all of their information using proper MLA style

Identify the source of images using MLA style


Student identifies the sources of few of their images or does not use MLA style

Student identifies most of the sources of their images in mostly accurate MLA style

Student identifies the source of all of their images using proper MLA style


Evaluation of the Lesson –
This lesson will be deemed a success if students start to rely on their teacher and the dictionary to help them with translations and move away from online translators. Furthermore, if students are actively engaged in creating and recording their scripts, I will know that they see the value in what they are doing. If, when viewing each others creations, students are able to understand what their classmates have said, this lesson will have accomplished the goal of helping students think and process in the target language.