PBL Unit Project Planning Workbook

                        
Project title: Spanish Speaking Countries, What is in it for us?
Teacher(s): Baltodano
School: Early College High School
Grade level(s): 9-11
Subjects: Spanish 1

A. Begin with the End in Mind    
            

• Summarize the theme for this project. Why do this project?

The theme of this project is learning about Spanish Speaking countries. This is an open project to spike student interest in other countries and possibly create motivation to want to learn Spanish. Students can choose whatever interests them from any Spanish speaking country and learn more about it. This can be famous people, sports, fashion, folkflore, current culture, animals, fauna, ecosystems, food, languages, native populations, past civilizations, current events, tourism, anything. 
                           

• Identify the content standard that students will learn in this project (two to three per subject).

Learning Indicator :
N.CPP.1 I can identify some common products related to home and community life of other cultures and my own.
N.CPP.2 I can identify some common practices related to home and community life of other cultures and my own
N.CP.1 I can identify some beliefs and values related to age, gender, social class and ethnicity
N. CP.2 I can identify some characteristics of national identity.
N.CP.3 I can identify ways in which cultures are globalized. 
NOTE: Not all standards will be hit. It depends on the topic the student chooses. I expect that at least two can be with any topic.                                             

• Identify key skills students will learn in this project.

List only those skills you plan to assess (two to four per person).

• Concept mapping
• More efficient Search Engine skills
• Question forming and revision

                        

• Identify the habits of mind that students will practice in this project (one to two per project).
• Goal setting and revision
• Time management

                                                                  

• REFLECT: Have you focused on student interests while scaffolding content area standards and student learning dispositions? There is enough flexibility that the students can find interest in the project. They can tailor it to what they want to learn and their personal interests. 

                  
B. Craft the Driving Question            
            

• Brainstorm possible driving questions. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry. For guidance on writing driving questions review this page or this webinar.
• Be sure to follow the following guidelines:
• Record as many options as you can, trying different formats and styles.
• Do not stop to discuss, judge, or answer questions.
• Write down every question exactly as it is stated the first time.

 

• What trip, to a Spanish speaking country, can you plan for yourself, based on your interests?
• How can you find out what interests you share with someone in a Spanish speaking country?
• Can you find and explore your interests in a Spanish speaking country?

 

• State the essential question or problem statement for the project.
• Can you find your interest and those who share it, in Spanish Speaking Country?

 

• REFLECT: Have you posed an authentic problem or significant question that engages students and requires core subject knowledge to solve or answer? I have posted an authentic problem. A large driving force behind visiting another country is doing things you like to do. Having students look this up can really motivate them to want to learn about different countries. 

C. Plan the Assessment    
            

• Define the products for the project. What will you assess?            
• Early in the Project:
• Brainstorming: Things they like to do or are interested in learning about
• Initial Research: Research that in different countries
• Individual Question (Student interest)
• Concept mapping: Brainstorming ideas, keyword brainstorming, idea organization                                       
• During the Project:
• Messages to friends 
• Cookbook
• Brochure on interests      
• End of the Project:
• Plan an 8 day trip to the country of your choice (or one given to you if you don’t have one) that reflects your interests and tastes. 

           
D. Criteria for the Assessment    
            

• State the criteria for exemplary performance for each product:

 

• Product: Message to Friend
• Criteria: Message to Friend will show novice level Spanish. It will contain their interests reflected in activities they are choosing to do in another country with a friend. This will reflect their ability to research.                                       
• Product: Cookbook
• Criteria: Student cookbook will show novice level Spanish in the descriptions or annotations of the recipes. It will reflect the tastes of the students. This will reflect their ability to work collaboratively, research and annotate.                

                    

• Product: Digital Brochure
• Criteria: Brochure will contain information on their interests. They can do it on one interest in a couple of different countries or a couple of interests in one country. Annotations on brochure will be in novice level Spanish.                        

                    

• Product: 8 day trip plan
• Criteria: Their plan must have activities to do, places to see and food to eat based on their interests. It can be based on one country or two neighboring countries. Students will use previous resources to get ideas for their trip.                        

 

• REFLECT: Do the products and criteria align with the standards and outcomes for the project? Yes, they are all products that reflect student interest and online research skills. 

E. Map the Project    
        

• What do students need to know and be able to do to complete the tasks successfully? 
• How and when will they learn the necessary knowledge and skills? 
• Look at one major product for the project and analyze the tasks necessary to produce a high-quality product.​

​Know/need to know lists

• Daily goal sheet
• Journals

• Briefs
• Task lists

• Problem logs

• Brainstorming sheets
• Storyboard squares
• Peer Review  
• Google sites   
• REFLECT: Do the products and tasks give all students the opportunity to demonstrate what they have learned? Products allow students to share their work and show their comprehension of not only the culture but new digital-literacy skills. 

F. Plan the Project Timeline        
            
List the key dates and important milestones for this project. You can include a map or flowchart of the project timeline.

Use the Tuning Protocol with other teachers or a group of students to refine the project design or guide you further in your planning. What other thoughts do you now have on the project?

• Maybe this unit could be worked on while working on other units to tie in more of the Spanish vocabulary and grammar. It would be an interesting weave but I think it could be a good thing. 

                                                                    

• REFLECT: What challenges or problems might arise in this project? Students may not like the media I have chosen for them. If they have a solid plan they can deviate from the media chosen. Students may find it hard to give each other constructive feedback. Having specific questions will help them. 

                  
G. Manage the Process
    

• List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles.                   
• Because I teach a the Early College we do not have any ESL students and very few students with special needs. 
• Making sure there examples in written media as well as video will help learners with different learning styles.
• Allowing students to deviate from the chosen media will allow them to use their creative outlets I am giving them the structure that most of them need and want but leaving it open for those who want to take is somewhere else. 
• Making sure while I am teaching I am using all modes will also help with diversity in learners. Talking, asking questions, writing it down and having recordings and slides of the presentations really help.                   

How will you and your students reflect on and evaluate the project?            

• □  Class discussion                                    
• □  Teacher-led formal debrief - for the first part of the unit            
• □  Student-facilitated formal debrief - for the last part of the unit            
• □  Individual evaluations                        
• □  Group evaluations                                

                                                                                               
REFLECT: What do you expect to learn from this project? I have never integrated digital literacy so thoughtfully into a Unit. I have into a few lessons but never at this level. I think this will help me become a better advocate for digital literacy and help my students understand more of the world online. ​