EDU+583+Spanish+Field+Day

toc Unit Overview

=Integrated Unit Planner=

Critical Content/Concept Web

 * Unit Theme**: Games
 * Conceptual Lens:** Culture
 * Unit Length:** 9 weeks


 * ===Unit Overview=== ||
 * High school modern language students will partner with elementary school students to share physical activities through a cultural lens. The high school kids will choose different activities that are "native" to Spanish-speaking countries, drawing from research they do on how cultures express themselves physically. With this information, high school students will plan, produce, and present an instructional video. Scaffolding will also occur in the form of Skype meetings with the partner classes at the elementary school. After partners speak on Skype and share videos on wikis, the final celebration will be the LIVE presentation of Field Day at the elementary school. On this day, the high school Spanish students will do a live demonstration of their activity with their elementary partner class. ||


 * **Spanish** || **Physical Education** ||
 * festivals

music parade masks

flags countries

dances

games crafts

market food

dances sports

geography

colors artists

video

t-shirt contest || space

rhythm expression

repeat the rhythemic patterns correctly

fielding: it is important to see that the student places themselves infront of the ball and obviously attempts to make the catch with their glove using their non glove hand as back up once the ball is in the glove.

as far as throwing the student wants to start out with their non throwing shoulder facing their target and then step towards the target as they throw. opposition is key for both power and accurcacy, the student must step with the foot opposite their throwing arm

batting: the stiudent will stand with their feet about shoulder width apart, knees bent in an athletic position. it is important that their back elbow is raised and that they roll their wrists when swinging the bat.

motor skills

nutrition

technique

baseball soccer

nutrition healthy recipes salsa cumbia

dribbling trapping passing shooting

using both the inside of the foot and the laces when passing/shooting and not striking the ball with your toes ||

Students will understand that:
Different cultures express their cultural identities physically in competition and celebration.

How do different cultures express themselves physically in celebration and competition?

Designer(s): O. Libby, A. Beane
[|Stage 1] =Stage 1 Identify Desired Results=
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results

(note: due the the introduction of Spanish in the 9th grade in this district, the inclusion of lower levels of the MLRs is appropriate)
 *  Modern Languages **


 * A: Communication: Students communicate in the target language**
 * Use culturally-appropriate and age-appropriate courtesy expressions. (pre-K-2)
 * Students use memorized words or phrases and visuals in short oral presentations. (pre-K-2)
 * Students recognize a variety of similarities and differences between Spanish and English. (3-5)


 * B: Cultures: Students demonstrate an understanding of a culture in which the target language is spoken.**
 * Students identify and explain how perspectives of a culture are related to cultural practices of a culture in which Spanish is spoken. (9-Diploma)
 * Students explain how products, practices, and perspectives of a culture in which Spanish is spoken contribute to the culture in which the student lives. (9-Diploma)


 * C: Connections: Students expand their knowledge by connecting their study of a world language with other content areas**
 * Students apply information in other Learning Rsults content areas to further their knowledge and skills and the target language. (6-8)
 * Students locate authentic resources, available only through sources in the target language, and identify ideas about a culture in which Spanish is spoken. (6-8)


 * D: Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.**
 * Students include family, friends, and peers in activities using the target language. (pre-K-2)


 *  Physical Education ** ||

//What understandings are desired?//

 * //Students will understand that:// **(U)** ||
 * * Different cultures have physical expression in their celebrations such as dances, parades, exhibitions, and competitions.
 * The physical acts which define culture can be examined, tried out, and experienced.
 * Students will learn cultural expressions and interpret cultural ideas through physical and creative expression. ||

//What essential questions will be considered?//

 * **Essential Questions:** **(Q)** ||
 * * What activities, both physical and creative, are expressed culturally?
 * How can people from other cultures experience culture physically and creatively?
 * What words, images, acts, products and ideas can be used express culture? ||

//What key knowledge and skills will students acquire as a result of this unit?//

 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * * Different dances, sports, and celebrations (referred to as //cultural activities)// evident in the 21 Spanish-speaking nations
 * Key terms (5-10) in Spanish that can be taught the younger grades that pertain to the cultural activity they will be teaching
 * The rules of the activity they will be teaching
 * Key people/famous people related to the activity
 * The history of the activity
 * Pedagogical framework for teaching younger students || * Represent how cultures express themselves physically
 * Demonstrate what dances, parades, sports and games are typical to French and Spanish speaking cultures
 * Design what they have learned about cultures into a learning project to be taught to younger kids via video and live presentation
 * Infer the point of view of a younger kid learning something new to design the unit age-appropriately
 * Relate language and culture without stereotypes
 * Self-assess their learning projects and reflect on what they themselves learned ||


 * 2004 ASCD and Grant Wiggins and Jay McTighe**

Stage 2 =Stage 2 Determine Acceptable Evidence.=


 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: To design a lesson that teaches physical expression through a cultural lens

Role: Interpreter of culture

Audience: k-5 grade in district

Situation: Skype connection, video presentation, Spanish Field Day (scaffolded interactions)

Product/Presentation: WIKIPAGE with embedded slideshow, timeline, and movie. Live teaching and learning on Field Day. Skype sessions,notebook. Standards (criteria from both rubrics): Product: Teamwork: Students meet regularly and all contribute. Concept: Team makes a storyboard and has a clear plan. Script: Script is complete and clear Equipment prep: Equipment and supplies are located and scheduled well in advance. Research: Wiki page is complete with research, digital artifacts, and source citations. Lighting: Lighting has been used effectively for the movie. Sound: Microphones are positioned optimally and there are subtitles. Presentation: Enthusiasm: Facial expression and body language generate a strong interest about the topic. Time: Movie is 3-5 minutes long. Preparedness: Student is prepared and has rehearsed. Props: Student uses several props that show work and creativity. Speaks clearly: Speaks clearly and distinctly and mispronounces no words. Vocabulary: Uses appropriate vocabulary and integrates 5-10 Spanish words repetitively. Subtitles: Fully subtitled with no errors in spelling or grammar. Credits: Must have title and ending credits. Blooper reel: Cannot be longer than 20 seconds and must be identified and subtitled. ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * Script for introduction/interviews on Skype

Graphic organizer to brainstorm words for video

Final list of words in presentational format for live presentation

Wiki page on physical activity and culture (MLA cited) to prepare for video and Field Day || Time-line for planning and producing the video and the live presentation Post-presentation survey to reflect on what understanding was acquired Reflective blog entries for each work session || =Assessment Task Blue Print=
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * Storyboard for the video

//**What understandings/goals will be assessed through this task?**// **(G)**
 * Understanding || Goal (MLR) ||
 * * Different cultures have physical expression in their celebrations such as dances, parades, exhibitions, and competitions.
 * The physical acts which define culture can be examined, tried out, and experienced.
 * Students will learn cultural expressions and interpret cultural ideas through physical and creative expression. || **A: Communication: Students communicate in the target language**
 * Use culturally-appropriate and age-appropriate courtesy expressions. (pre-K-2)
 * Students use memorized words or phrases and visuals in short oral presentations. (pre-K-2)
 * Students recognize a variety of similarities and differences between Spanish and English. (3-5)


 * B: Cultures: Students demonstrate an understanding of a culture in which the target language is spoken.**
 * Students identify and explain how perspectives of a culture are related to cultural practices of a culture in which Spanish is spoken. (9-Diploma)
 * Students explain how products, practices, and perspectives of a culture in which Spanish is spoken contribute to the culture in which the student lives. (9-Diploma)


 * C: Connections: Students expand their knowledge by connecting their study of a world language with other content areas**
 * Students apply information in other Learning Rsults content areas to further their knowledge and skills and the target language. (6-8)
 * Students locate authentic resources, available only through sources in the target language, and identify ideas about a culture in which Spanish is spoken. (6-8)


 * D: Communities: Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.**
 * Students include family, friends, and peers in activities using the target language. (pre-K-2) ||

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
 * Big Idea || Big Idea ||
 * •competition || •celebration ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * You are a cultural ambassador from Latin America and have been asked to present to a group of elementary students. Your task is to teach the basics of your physical activity, give the history and cultural significance of your activity and share some Spanish words with your audience. You should also plan on having students demonstrate the physical activity with you during the workshop. Remember to break your activity into discrete components, demonstrate these components appropriately, have a list of important Spanish vocabulary that you integrate into your presentation, and effectively engage students to participate in the activity in a culturally appropriate way. To prepare for your meeting, you will introduce yourself during a live Tandberg session, create a video to reinforce the concepts, and then meet with your audience live during field day. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * • IMovie/ WIndows Movie Maker, similar programs || • 3-5 minute instructional video on a typical physical activity in a Spanish-speaking country that is captioned and has a title and credits ||

//**By what criteria will student products/performances be evaluated?**// Concept: Team makes a storyboard and has a clear plan. Script: Script is complete and clear. Equipment prep: Equipment and supplies are located and scheduled well in advance. Research: Wiki page is complete with research, digital artifacts, and source citations. Lighting: Lighting has been used effectively for the movie. Sound: Microphones are positioned optimally and the sound is clear. || Enthusiasm: Facial expression and body language generate a strong interest about the topic. Time: Movie is 3-5 minutes long. Preparedness: Student is prepared and has rehearsed. Props: Student uses several props that show work and creativity. Speaks clearly: Speaks clearly and distinctly and mispronounces no words. Vocabulary: Uses appropriate vocabulary and integrates 5-10 Spanish words repetitively. Subtitles: Fully subtitled with no errors in spelling or grammar. ||
 * Product Criteria || Presentation Criteria ||
 * Teamwork: Students meet regularly and all contribute.

Stage 3 =SPANISH FIELD DAY=

Facet 1

 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (**WHERE**) Students will understand that different cultures have physical expression in their celebrations such as dances, parades, exhibitions, and competitions. What words, images, acts, products and ideas can be used to express culture?

(**WHY**) This facet will help you to see that teens everywhere express themselves and their culture through physical activity.

(**WHAT**) //**Students demonstrate an understanding of a culture in which the target language is spoken.**//


 * (HOOK)** I will share pictures from previous Spanish field days and explain that we will be partnering with Mr. Libby's gym classes to learn about physical activities in Spanish speaking countries. I will Skype Mr. Libby to check in and say hi to share the Skype software and he will talk about how important it is to be active and enjoy life by doing a variety of activities. He will tell my students that they will be meeting his classes and making movies on cultural, physical actitivities for them to try out AND learn Spanish! Then I will explain that not only will we be Skyping his classes, and making movies for them, but celebrating with them in the spring during Spanish Field Day.

(**EQUIP**) Students will know different dances, sports, and celebrations (referred to as //cultural activities)// evident in the 21 Spanish-speaking nations.

(**EXPLORE**) Individually, students will fill out a KWL chart on the dances, sports and celebrations they think are part of Hispanic culture. In small groups, they will share their KWL's. One person from each group will report out as a class KWL is created by me on the class wiki.


 * (EXPERIENCE)** I will list the cultural activities on the board and ask students to write their names next to the activities they know nothing about. This will form the collaborative teams. Students will then access the resource page on the class wiki to find images and information about the activity they know nothing about. Student teams will build a wikipage that shares:


 * Key people/famous people related to the activity
 * The history of the activity
 * Images of the activity
 * Spanish-speaking countries that participate in the activity with maps
 * The rules of the activity
 * The equipment, uniform, and safeguards of the activity
 * Source citations


 * (RETHINK)** What words, images, acts, products and ideas can be used to express culture? Share out.


 * (REFINE)** Ask students to take notes on how other groups are doing their wiki pages to jot down ideas that make sense.


 * (REVISE**) During the second work session, ask students to revise their pages using the ideas shared out last time.

(**EVALUATE**) Students will create a project notebook and create a KWL chart on their learning for the day and new words they have encountered in Spanish.


 * (TAILOR)**
 * **Visual:** The KWL chart will visually represent student ideas.
 * **Aural:** Students will be asked to listen to each other's ideas.
 * **Verbal:** Students will report out for the class wiki
 * **Physical:** Students will form groups using the four corners strategy.
 * **Logical:** Ask students to make a concept map of the way the page should look.
 * **Social:** Students will be working in groups on KWL's and making wiki pages.
 * **Solitary**: Students will be filling out KWL's on own


 * (ORGANIZE)**Students will be able to demonstrate what dances, parades, sports and games are typical to Spanish speaking cultures.
 * Product: Page on student wiki.
 * Time frame: Two weeks. ||

Facet 2

 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(WHERE)** Students will build a pedagogical framework for teaching younger students. How can people from other cultures experience culture physically and creatively?


 * (WHY)** This facet will help students prepare for making their wikis and multimedia artifacts relevant to their intended audience.

(**WHAT)** **Students expand their knowledge by connecting their study of a world language with other content areas**.


 * (HOOK)** For this facet I will show many examples of multimedia designed for younger learners grades k-5. (Link to examples on-line).


 * (EQUIP)** Students will try to infer the point of view of a younger kid learning something new to design the unit age-appropriately.


 * (EXPLORE)** Students will take take notes on effective strategies for teaching younger students. Students will share out what they observed in the digital artifacts.


 * (EXPERIENCE)** Students create a slide-show using their wiki pages to come up with 5-10 phrases to teach younger kids and print the slides out to have a packet.


 * (RETHINK)** Students brainstorm creative ways to teach this vocabulary using the methods they observed in the videos individually on paper.


 * (REFINE)** Students will share their ideas with each other on what they are thinking of doing and make a master list of creative ways to teach to younger kids on the class wiki.


 * (REHEARSE)** Students will trade slide show packets, pick a way to present the vocabulary from the class wiki, and try it out in small groups.


 * (REVISE)** Students will get their own slide shows back and decide on a format to present the vocabulary for Field Day.


 * (EVALUATE)** In their project notebooks students will reflect on what is important when presenting and teaching to younger kids and share what they learned from the experience of teaching vocabulary to their peers. What seemed to work? What didn't? What will they try in the future?


 * (TAILOR)**
 * **Visual:** Students will make vocabulary words on a slide show program and print it out to have it "in hand.**"** after watching several examples of mutlimedia targeting younger kids and vocabulary acquisition.
 * **Aural:** Students will listen to ideas with about what might work to teach to younger kids.
 * **Verbal:** Students will share ideas with each other about what might work to teach younger kids.
 * **Physical:** Students will present the vocabulary packet in a creative way to a small group.
 * **Logical:** Students will choose vocabulary based on its importance to the physical activity, based on the wiki page that was created in the first facet.
 * **Social:** Students will share ideas on what will work to teach younger kids.
 * **Solitary**: Students will individually brainstorm ideas for what will work to teach younger kids.
 * (ORGANIZE)** Students will be able to demonstrate that they know which vocabulary words are key to their cultural activity and also how best to teach these words to younger kids.
 * Product: Slide-show and print-out of slides. Class wiki page of ideas.
 * Time frame: One week. ||

Facet 3

 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(WHERE)** Students will understand that the physical acts which define culture can be examined, tried out, and experienced.


 * (WHY)** Students will be reminded of Spanish Field Day and their role in making it a success by teaching and sharing what they have learned.


 * (WHAT)** **Students encounter and use the target language both in and beyond the classroom for personal enjoyment and lifelong learning.**


 * (HOOK)** I will share the student sample of the video that I made on snowboarding and explain that they will be making videos to share with their elementary school audience. I will also explain that soon we will be Skyping Mr. Libby's classes to share what we have learned so far about different physical activities in Spanish speaking countries.


 * (EQUIP)** Students will design what they have learned about culture and physical activity into a learning project to be taught to younger kids via video and live presentation.


 * (EXPLORE)** Students will review their wiki pages that they made in groups over the physical activity they were assigned in facet 1.
 * Key people/famous people related to the activity
 * The history of the activity
 * Images of the activity
 * Spanish-speaking countries that participate in the activity with maps
 * The rules of the activity
 * The equipment, uniform, and safeguards of the activity
 * Source citations


 * (EXPERIENCE)** Students will use a storyboard graphic organizer to work on making a storyboard and script for their movie based on their wiki page research.


 * (RETHINK)** Students will be allowed to change groups so that they can work on physical activities that appeal to them. This can be done at the beginning of the facet so that students with expertise can work in their area.


 * (REFINE)** Scripts and storyboards will be shared out after the first "round". Verbal feedback will be given by myself and students. Round 2 of drafting will begin.


 * (REHEARSE)** After the second round, scripts and storyboards will be acted out in front of class. Written feedback will be given by myself and students.


 * (REVISE)** Scripts and storyboards will be revised based on feedback and a final draft of both will be posted to the wiki.


 * (EVALUATE)** Students will reflect on their project notebooks over the experience of working on a team to develop a viable storyboard and script. They will answer the questions: Will this script and storyboard hook my audience? Does it include good methods of teaching vocabulary in Spanish? Does it cover the required information that was researched and put onto the wiki?


 * (TAILOR)**
 * Visual: The storyboard will be the visual element of this facet.
 * Aural: Students will have to listen to feedback on their script and storyboard.
 * Verbal: Students will talk in English and Spanish as they act out their scripts and storyboards.
 * Physical: Students will act out their scripts.
 * Logical: Students will have to sequence their storyboard to make the most sense to the audience.
 * Social: Students will work in teams to do the script and storyboard.
 * Solitary**:** Students will reflect individually on their blogs.


 * (ORGANIZE)** Students will be able to demonstrate that they understand the sequencing of scripted lines and physical movement to convey vocabulary and cultural concepts of physical activity.
 * Product: Script and storyboard on wiki page.
 * Time frame: Two weeks. ||

Facet 4

 * Consider the W.H.E.R.E.T.O. elements**.** (L) ||
 * **(WHERE)** Students will learn cultural expressions and interpret cultural ideas through physical and creative expression.


 * (WHY)** Students will make a digital artifact (movie) that their elementary school buddies can watch over and over to learn Spanish through a physical activity.


 * (WHAT)** **Cultures: Students demonstrate an understanding of a culture in which the target language is spoken.**


 * (HOOK)** This is your chance to be creative, and work as a team to make your own movie demonstrating the cultural activity you have chosen!


 * (EQUIP)** Students will be able to relate language and culture without stereotypes in a movie.


 * (EXPLORE)** Students will reference their wiki pages that have the scripts and storyboards in order to make a movie.


 * (EXPERIENCE)** Students will spend time shooting their movie in teams.


 * (RETHINK)** After first attempts at shooting and editing, teams will report out as to what is working and what is not.


 * (REFINE)** Based on class discussion, students will try new ideas/angles to solve creative problems with their movie. Rough drafts should be uploaded to the rough draft page on the class wiki.


 * (REHEARSE)** Students will show a rough draft of their movie on the "screening" day and receive feedback using the discussion tab on the "rough draft" wiki pages. The format will be to note two things that work well and two things that can be improved. //Specific attention will be given to appropriately relating the activity without stereotypes and a class discussion will occur as to what this means.//


 * (REVISE)** Students will do a final edit their movie making sure all the pieces are in place after reading the feedback. They will upload and embed the movie to the wiki page.


 * (EVALUATE)** Students will show finished movies to each other and write a project notebook entry reflecting on the following questions: What was the hardest part about making this movie? What do you feel proud of? What do you wish you could do over again? Student teams will also be required to add to the tutorial wiki to state tips and tricks they learned in using the applications. Students will be required to read each reflection on the movie-making process and give feedback on the final product, being specific as to two things that were done well and anything that could be done differently for a better impact.


 * (TAILOR)**
 * Visual: Students will create film a movie on their cultural activity.
 * Aural: Students will listen to the film in editing to make sure it sounds "right".
 * Verbal: Students will have spoken lines in the movie.
 * Physical: Students will physically demonstrate their cultural activity.
 * Logical: Students will edit and sequence footage, narration and subtitles to make a complete movie.
 * Social: Students will work as a team to make a movie.
 * Solitary: Students will reflect on the process of film-making in their project notebook.


 * (ORGANIZE)** Students will be able to create a movie devoid of stereotypes.
 * Product: Finished movie uploaded host and embedded on wiki page.
 * Time frame: Three weeks. ||

Facet 5

 * Consider the W.H.E.R.E.T.O. elements**.** (L) ||
 * **(WHERE)** Students will understand that different cultures have physical expression in their celebrations such as dances, parades, exhibitions, and competitions. How can people from other cultures experience culture physically and creatively?


 * (WHY)** This facet is designed to introduce the elementary school students to the cultural, physical activities that Spanish speakers participate in.


 * (WHAT)** **Students communicate in the target language.**


 * (HOOK)** I will tell the students: "It's time to share what you have learned and created! Get ready to SKYPE!"


 * (EQUIP)** Students will be able to represent how cultures express themselves physically.


 * (EXPLORE)** Students will be matched with Mr. Libby's different classes according to the time of day and will SKYPE during school.


 * (EXPERIENCE)** Students will introduce themselves by team, and share their vocabulary slide-show and then the movie.


 * (RETHINK)** After the first SKYPE session, student teams will talk about the reaction of the elementary school kids. (For example it can be hard for them to pay attention the first time around because SKYPING is exciting stuff!)


 * (REFINE)** Student teams will make a more defined plan for the next SKYPE session--for example, what sorts of review questions or "activating" questions can they ask? This will be posted to the wiki.


 * (REHEARSE)** Students will make short check-list of items they wish to cover with the elementary school kids in SKYPE sessions. This will be posted to the wiki.


 * (REVISE)** Students will SKYPE the elementary school various times and re-teach the same material using their slide-shows and movies.


 * (EVALUATE)** In the project notebooks, students will reflect on what worked in their SKYPE sessions and what needed improvement.


 * (TAILOR)**
 * Visual: Students will see their elementary school buddies via SKYPE.
 * Aural: Students will listen to each other present and the reactions of the elementary school kids.
 * Verbal: Students will present live via SKYPE.
 * Physical: Students will have to arrange themselves physically to maximize use of SKYPE technology. Students will also demonstrate some physical actions.
 * Logical: Students will need to make a plan of sequencing their presentation.
 * Social: Students will work together to present to a group of elementary school students.
 * Solitary**:** Students will reflect on the experience individually in their project notebooks.


 * (ORGANIZE)** Students will demonstrate pedagogical knowledge of teaching new vocabulary through technology.
 * Product: A checklist and script will be posted to the wiki for student teams to refer to when presenting on SKYPE.
 * Timeframe: Various school days throughout the year. ||

Facet 6

 * Consider the W.H.E.R.E.T.O. elements**.** (L) ||
 * **(WHERE)** Students will understand that the physical acts which define culture can be examined, tried out, and experienced. How can people from different cultures experience culture physically and creatively?


 * (WHY)** This facet is designed to assist students reflect on their learning projects before their live Field Day presentations.


 * (WHAT)** //There is no Learning Result that matches this facet. However, reflection is essential to growth.//


 * (HOOK)** I will say: "Field Day is coming, and you want to be as ready as possible to present your projects live. Remember, it takes more multiple exposure to language to acquire it, so don't feel like you are repeating yourself in a bad way. Figure out now what works and what doesn't!"


 * (EQUIP)** Students will self-assess their learning projects and reflect on what they themselves learned.


 * (EXPLORE)** Students will take an on-line reflective survey.


 * (EXPERIENCE)** As a class, students will create a Field Day rubric ro prepare for the day.


 * (RETHINK)** As individuals, students will examine the class-made rubric and tweak it to their team presentation.


 * (REFINE)** In teams, students will share their idea of the right rubric for their presentation and refine it as a final document.


 * (REHEARSE)** In teams, students will rehearse their presentation in front of the class.


 * (REVISE)** The class will provide feedback for each team presentation in the form of anonymous note cards.


 * (EVALUATE)** As a team, the students will review the feedback and make a final plan for the day on the wiki. Students will reflect individually on project notebooks.


 * (TAILOR)**
 * Visual: Students will watch the presentations.
 * Aural: Students will hear the presentations.
 * Verbal: Students will present in teams.
 * Physical: Students will rehears their presentation in teams.
 * Logical: Students will make a plan for the actual Field Day.
 * Social: Students will rehearse their presentation in teams.
 * Solitary**:** Students will reflect in a survey and write in their project notebook as well as give anonymous feedback to presenters.

** Assessment Timeline ** Samples of unit [|assessment timeline].
 * (ORGANIZE)** Students will demonstrate presentational skills that include technology.
 * Product: Plan for Field Day on the wiki
 * Time frame: Two weeks ||
 * Select the appropriate level - Elementary or Secondary
 * Select a sample unit and scroll down to the assessment timeline.
 * Use the information from your Stages 2 and 3 and create your assessment timeline using the tables below.
 * **Before project will begin** || **Students work on projects and complete tasks** || **After project work is completed** ||
 * KWL || Wikipage with multiple elements || Spanish Field Day ||
 * || Project notebook with multiple entries || Rubric on presentation ||
 * || Vocabulary slideshow--your own set || Final reflection ||
 * || Vocabulary presentation--not your own set ||  ||
 * || Timeline ||  ||
 * || Storyboard ||  ||
 * || Script ||  ||
 * || Group presentations on script and storyboard ||  ||
 * || Written feedback on team presentations ||  ||
 * || Movie rough ||  ||
 * || Movie final ||  ||
 * || Tutorial entry ||  ||
 * || Skype scripts ||  ||
 * || Rubric creations ||  ||
 * || Presentation run-through ||  ||

What have you learned about the culture of the activity you were assigned? What new Spanish words have you encountered? || 10 || presentation || Present new vocab in a kid-centered way || Summative || Quantitative || 20 || What worked for presenting the vocabulary? What didn't? What will you try in the future? || 10 || How will this script and storyboard hook my audience? || 10 || What was the hardest part of mking this movie? What do you feel proud of? What do you wish you could do over again? || 10 || What about the SKYPE presentation worked and what didn't? What will you do next time? || 10 || What do you think will happen on Field Day? What are you nervous about? What are you excited about? || 10 ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * KWL || Individually, students will fill out a KWL chart on the dances, sports and celebrations they think are part of Hispanic culture. In small groups, they will share their KWL's. One person from each group will report out as a class KWL is created by me on the class wiki. || Formative || Qualitative || NA ||
 * Project notebook || Students will create a project notebook on their wiki and create a KWL chart on their learning for the day and new words they have encountered in Spanish. || Formative/Summative || Qualitative/Quantitative
 * Slideshow || Slide-show of key vocabulary of Spanish Field Day activity embedded on project wikipage || Summative || Quantitative || 20 ||
 * Class wikipage || This page will have student-generated presentation ideas || Formative/Summative || Qualitative || NA ||
 * Vocabulary
 * Project notebook || Add to project notes || Formative/Summative || Qualitative/Quantitative
 * Storyboard || Storyboard for movie || Formative || Qualitative || NA ||
 * Script || Script for movie || Formative || Qualitative || NA ||
 * Presentation of storyboard and script || Students will do a dry run of their ideas || Summative || Qualitative || 20 ||
 * Feedback on presentations || Students have to provide feedback to peers || Formative || Quantitative || 10 ||
 * Project notebook || Add to project notes || Formative/Summative || Qualitative/Quantitave
 * Rough draft of movie ||  || Formative/Summative || Qualitative/Quantitative || 50 ||
 * Feedback on movie || Students have to provide feedback to peers || Formative || Qualitative/Quantitave || 10 ||
 * Final draft of movie || Final cut embedded on wiki || Summative || Quantitative || 100 ||
 * Project notebook || Add to project notes || Formative/Summative || Qualitative/Quantitative
 * Entry on tutorial wiki || This entry is a tip or a trick for how to make a movie || Summative || Quantitative || 10 ||
 * Wiki Page || * Key people/famous people related to the activity
 * The history of the activity (use dipity)
 * Images of the activity
 * Spanish-speaking countries that participate in the activity with maps
 * The rules of the activity
 * The equipment, uniform, and safeguards of the activity
 * Source citations
 * Embedded movie
 * Embedded vocabulary || Summative || Qualitative || 1-4 scale translating to 100 ||
 * Skype session || present wikipage over Skype || Formative/Summative || Qualitative/Quantitative || 50 ||
 * Project notebook || Add to project notebook || Formative || Quantitative
 * Written plan for Skype || Post a written plan to the wiki about how to run Skype sessions || Summative || Quantitative || 20 ||
 * Self-assessment survey || Take survey to reflect on learning so far || Summative || Quantitative || 20 ||
 * Make rubric for field day || Students create rubric for presentation in spring || Formative/Summative || Qualitative/Quantitative || 10 ||
 * Tailored rubric for team project || Students tailor rubrics || Formative/Summative || Qualitative/Quantitative || 10 ||
 * Final rubric posted to wiki || Rubric posted to wiki || Summative || Quantitative || 10 ||
 * Team presentation of field day to peers || Students present to each other in a run through for Field Day || formative || Quantitative || 50 ||
 * Feedback on notecards || Students give feedback to each other || formative || Quantitative || 10 ||
 * Final team plan || Final plan posted to wik || summative || Quantitative || 20 ||
 * Project notebook || add to project notbook || formative/summative || qualitative/quantitative
 * Field Day presentation || students go to elem. school and present projects || summative || quantitative || see rubrics above ||
 * Final reflection || survey online || summative || quantitative || 20 ||

2004 ASCD and Grant Wiggins and Jay McTighe

=Student sample = =Student sample rubric = =Student sample checklist =